This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Alberto Hernandez, Susan L. Melnick, San Fernando Montal Educational Associates, Judith S. Harkins, Mats Oskarsson, Muriel Saville-Troike, Maria Elena Peniche Leger, Anthony R. Sancho, Sacramento. California State Dept. of Education, and Arnulfo G. Ramirez.
(1974). Position Papers on Bilingual Bicultural Educational Manpower Development. Selected by the Division of Manpower Development and Training, U. S. Office of Education (HEW, Washington, D. C.), the Montal Educational Associates conducted a Symposium for Bilingual-Bicultural Educational Manpower Development. The Symposium's purpose was to bring together Spanish Speaking educational and manpower experts from throughout the nation to discuss and identify educational manpower priorities and to prepare position papers for critical review and commonality. Held on March 14-16, 1974, the participants were representative of Chicanos, Puerto Ricans, Cubans, and Latin Americans from each region in the United States; and observers from the U. S. Office of Education, the Department of Health, Education, and Welfare, and the Department of Labor. This publication consists of the position papers which were critiqued by 40 to 50 experts at the Symposium: (1) "Strategies for the Inclusion of the Spanish Speaking in the Implementation of the Comprehensive Employment and Training Act of 1973"; (2) "Career Education, the Comprehensive Employment and Training Act of 1973 and the Spanish Speaking"; (3) "Bilingual-Bicultural Curriculum"; (4) "A Humanistic and Objective Approach to Accountability"; (5) "Staff Development"; and (6) "The Needs of the Spanish Speaking Mujer in Woman-Manpower Training Programs". [More] Descriptors: Accountability, Biculturalism, Bilingual Education, Career Education
(1973). An Analysis of the Effect of the Yuk Dialect Instruction Program Upon Student Self Concept, Student Achievement, and Parent-School Rapport. Final Report. Three million children being schooled in the educational system of America are expected to forego the use of their native language while in the school environs and accept English as the mode of communication. To assess the effect of mode of language instruction on the student's concept of self as well as student achievement in reading, the following research was conducted. Suspecting that non-English-speaking parents are also affected by the school, a third measure was made of parent-school relationships. The research involved four village schools in the Kuskokuim district of Alaska having the Eskimo dialect of Yuk as their vernacular. Two served as subjects. Treatment was the Yuk Instructional Program, wherein Yuk was used as the primary language of instruction. The results were as follows: (1) control schools were significantly more advanced in reading as measured by the SRA Achievement Series; (2) treatment schools evidenced significantly greater concept of self on 6 of the 14 sections of the Yuk Modified Tennessee Self Concept Test; and (3) total rapport of treatment school parents with the school was significantly more positive as measured by a Parent Opinionnaire. [More] Descriptors: American Indian Languages, Bilingual Education, Bilingualism, Dialect Studies
(1973). The Effects of an English-Spanish Primary-Grade Reading Program on Second- and Third-Grade Students. This study sought to determine whether there would be any significant difference in the scores on an English reading test between second and third grade Puerto Rican students in a bilingual program, and second and third grade students in the same school, but not in the program. The subjects, 160 predominantly disadvantaged Puerto Rican students, were described according to their reading readiness test scores, ages, grades, and sexes. The experimental group received bilingual reading instruction for two and three years respectively. The control group received instruction in English only. All subjects were administered the Test of Reading. The "t" tests revealed no significant differences between the experimental and control groups for both second and third grade. However, they did reveal that the boys in the experimental group received scores that were significantly higher than the scores of the boys in the control group. No significant differences was found among girls. The results of the study indicated that the program was partially successful in meeting the needs of bilingual students. [More] Descriptors: Bilingual Education, Bilingual Students, Bilingual Teachers, Bilingualism
(1974). Monolingual and Bilingual Vocabulary Learning: An Empirical Investigation. An investigation which attempted to determine the relative effectiveness of monolingual and bilingual glossaries in teaching foreign language vocabulary to adults is described. Eight matched groups of students (four each in two separate experiments) were taught new English words according to two different principles. In half the groups, the meaning of the words was explained in the target language, English (monolingual glossaries), while the other groups were taught the meaning of the words by using the native language equivalents (bilingual glossaries). Two sessions were conducted for each group. Half the groups were taught monolingually in the first session and bilingually in the second; the other half received the reverse treatment. The only variables in the experiments were the glossaries. The results proved to be consistently in favor of the bilingual treatment and are presented in detail by means of several tables. The present work also includes a summary of previous research on vocabulary learning. Descriptors: Achievement Gains, Bilingual Education, Educational Experiments, English (Second Language)
(1972). Bibliography of Spanish Materials for Students, Grades Seven through Twelve. This annotated bibliography of Spanish materials for students in grades seven through twelve is divided into the following categories: (1) Art, Drama, Music, and Poetry; (2) Books in Series; (3) Culture; (4) Dictionaries and Encyclopedias; (5) Literature; (6) Mathematics; (7) Physical Education, Health, and Recreation; (8) Reading and Language Arts; (9) Science; (10) Social Science; (11) Spanish Textbooks; and (12) Vocational Education, Hobbies, and Industrial Arts. The appendixes include a directory of publishers in the United States and abroad, and a directory of distributors. The annotations are in English. Descriptors: Annotated Bibliographies, Art, Bibliographies, Bilingual Education
(1974). TESOL Today: The Need for New Directions. TESOL instruction has made some progress over traditional forms of education in meeting the needs of bilingual students. However, there is a danger that in the defense of orthodox concepts and methods, the actual needs of the students will not be met, and guidance from the new directions in linguistics, psychology, anthropology, and education will be overlooked. To strengthen TESOL programs, suggested improvements include: (1) increased emphasis on cultural sensitization so that the non-English speaking cultures are appreciated, while the American English of the target culture is learned; (2) more relevant ESL instruction at the adult level, making classroom work related to life goals and choices; and (3) reorganized ESL training in which the English class serves as support component supplemental to regular content teaching areas, rather than as an isolated part of the curriculum. A dominant language support program, used in conjunction with the English content and support classes, would provide a total bilingual support program. Thus, the training of TESOL teachers would center on educational methodology rather than linguistics and all teachers would be trained in applying second language teaching methods in regular content courses. [More] Descriptors: Bilingual Education, Cultural Awareness, Cultural Interrelationships, Curriculum Development
(1970). The Effects of Bilingual Science Instruction on the Vocabulary, Comprehension Achievement, and Conceptualization of Elementary School Chinese Children Whose Second Language is English. The purpose of this study was to investigate the effect of bilingual instruction for students whose second language is English. A random sample of 51 fifth and sixth grade Chinese immigrant children was obtained from one elementary school, and the children were randomly assigned to monolingual (English) and bilingual (English and Cantonese) teaching methods for two one-hour science classes per week for four weeks. Analysis of pretests and posttests given to all students showed that the bilingual group surpassed the monolingual group on vocabulary and conceptualization in science, but not in comprehension achievement. Correlations between vocabulary, conceptualization, and comprehension were effectively zero. No significant differences were found on the vocabulary and comprehension scores according to sex, grade, or length of time spent in this country. Descriptors: Bilingual Education, Cantonese, Doctoral Dissertations, Elementary School Science
(1974). The Spoken English of Spanish-speaking Pupils in a Bilingual and Monolingual School Setting: An Analysis of Syntactic Development. Technical Report No. 40. The purposes of this study were: (1) to describe the developmental trends in the control of spoken English grammatical constructions produced by Spanish-speaking Mexican-American schoolchildren learning English in the elementary grades, and (2) on the basis of this description to assess the comparative development of English structures in pupils schooled bilingually in English and Spanish and those instructed only in English in a traditional monolingual school program. The principal hypothesis tested was that there would be no significant difference in the development of English grammatical constructions between Spanish-speaking pupils schooled bilingually and those schooled monolingually. It was also hypothesized that if there should be any difference, pupils schooled bilingually would demonstrate greater syntactic development in their spoken English. The subjects were 115 Mexican-American school children in grades K-3. The effects of three independent variables (grade, sex, and treatment) on the production and development of spoken English were assessed. It was found that bilingual schooling had a positive effect on the development of the spoken English of the pupils. The bilingually schooled pupils produced more language overall and more structurally complex units. For both groups, years in school did account for measurable differences in the use of certain English constructions. Descriptors: Bilingual Education, Bilingual Students, Child Language, Elementary Education
(1972). Tecnologia educativa: Lengua nacional 1. Guiones didacticos para el profesor (Educational Technology: National Language 1. Teacher's Guide). This is the first in a series of six teacher's guides designed to accompany the Senda textbooks (FL 004 047 through 004 052). It contains instructions for presenting the lessons and for handling the individual needs of the pupils. Descriptors: Beginning Reading, Bilingual Education, Developmental Reading, Early Reading
(1972). Tecnologia educativa: Lengua nacional 2. Guiones didacticos para el profesor (Educational Technology: National Language 2. Teacher's Guide). This is the second in a series of six teacher's guides designed to accompany the Senda textbooks (FL 004 047 through 004 052). It contains instructions for presenting the lessons and for handling the individual needs of the pupils. Descriptors: Beginning Reading, Bilingual Education, Developmental Reading, Early Reading
(). Modular Sequence: English as a Second Language, Methods and Techniques. TTP 001.14 Teaching ESL in Context. Teacher Corps Bilingual Project. Given the series of activities included in this module on the importance of cultural context in the teaching of second languages, the participant should be able to: (a) prepare a culturally relevant grammatical exercise for a specific group of Puerto Rican Spanish-speakers, (b) list several possible activities for using the learner's cultural background in the English as a Second Language (ESL) classroom, and (c) evaluates the relevance of the cultural context in existing materials available for Spanish/English bilingual programs. The module includes short-essay pre- and post-assessment of the participant and learning alternatives, which are presented in outline form. Specific readings are assigned for each activity. A bibliography ends the module. Descriptors: Bilingual Education, Competency Based Teacher Education, Cultural Background, Cultural Context
(1972). A Comparison of Three Methods of Oral Presentation of Science Activities to Fourth Grade Spanish-Speaking Children. Reported is a study to compare three methods of oral presentation of science activities to fourth grade Spanish-speaking children. The methods of oral presentation used were: (1) an entire English presentation; (2) an entire Spanish presentation; and (3) a bilingual presentation. The investigation was conducted in two elementary schools in a low-socioeconomic area with a population of over 99 percent Spanish-speaking people. Six classes, three high-ability level and three low-ability groups, matched on IQ and results of a bilingual dominance test, were involved. The content of science sequence activities was the same and all the teaching was done by the investigator. The criterion variable was the children's achievement on predetermined concepts and skills as measured by a pretest-posttest. Based on the findings (.05 level of significance), the following conclusions seemed justified: (1) children taught by the simultaneous use of English and Spanish achieved more than those taught exclusively in English or in Spanish; (2) children taught exclusively in Spanish achieved more than those taught exclusively in English; and (3) there was no difference in achievement between children in the high- and low-ability tracks. It was recommended that Spanish-speaking children similar to those in this study be taught using the bilingual presentation method. Descriptors: Bilingual Education, Bilingual Students, Bilingual Teachers, Doctoral Dissertations
(1973). Bilingualism in the Southwest. The articles included in this book are intended to demonstrate the diversity of academic interest in the phenomenon of bilingualism. Articles treat Mexican-Americans, American Indians, and Suggestions for Further Research. The first two parts contain the following subdivisions: (1) Assumptions and Methods, (2) Language Resources and Development, and (3) Cultural and Linguistic Interactions. There are a total of eight articles in the first section, nine in the second, and one in the third. Many of the articles include references for further research or consultation. Tables and graphs help to explain information. Descriptors: American Indian Culture, American Indians, Biculturalism, Bilingual Education
(1974). Culture in the Bilingual-Bicultural Curriculum. The creation of a classroom that is more receptive to individual and cultural differences and the inclusion of the intangible elements of culture in the total instructional plan will increase the effectiveness of the educational process in bilingual-bicultural programs. In planning a cultural component for the bilingual-bicultural classroom, the tangible and intangible elements of culture should be included. The tangible elements, such as language, songs, dances, and legends, are closely related to subject matter and thus can be taught systematically. The intangible elements, such as values, ideals, and attitudes, cannot be taught methodically or directly, but are learned through personal interaction with members of the culture group. Since the intangible elements involve process more than subject matter, they should be incorporated into the instructional processes used in the classroom. These general methods and approaches are recommended as the basis for all the content areas: (1) the creation of a classroom environment receptive to individual differences; (2) the use of the classroom as a multicultural resource center open to all interested persons; (3) a diversity in teaching and learning styles; (4) a flexible curriculum with attainable goals, responsive to student interests; (5) the teacher's role as a counselor rather than a dictator; (6) teachers and curricula that promote the motivation to learn; (7) the use of field experiences; (8) heterogeneous grouping; (9) peer teaching and learning; and (10) cross-age teaching and learning. [More] Descriptors: Biculturalism, Bilingual Education, Classroom Environment, Cultural Awareness
(1972). Technologia educativa: Lengua nacional 3. Guiones didacticos para el profesor (Educational Technology: National Language 3. Teacher's Guide). This is the third in a series of six teacher's guides designed to accompany the Senda textbooks (FL 004 047 through 004 052). It contains instructions for presenting the lessons and for handling the individual needs of the pupils. Descriptors: Beginning Reading, Bilingual Education, Developmental Reading, Early Reading