This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Austin Southwest Educational Development Lab., Anna Maria Malkoc, David R. Richards, Carolyn Stern, Carmen Diaz, Alan Ehrlich, Madeline Hunter, Juan Alvarez, Marie Jo Kwapil, and Maria Elena Peniche Leger.
(1971). [Reports from the 1971 Annual Meeting of the Washington Association of Foreign Language Teachers.], WAFLT Forum. The reports from the 1971 Annual Meeting of the Washington Association of Foreign Language Teachers are presented in this compilation of nine abridged speeches given at the meeting. The papers include: (1) "The Three Dimensions of Successful Teaching," (2) "State of the Profession," (3) "Individualizing Instruction in Some Puget Sound Schools," (4) "Adams–Two Years Later," (5) "Bilingualism," (6) "Custom Tailoring Instruction," (7) "FLES and Grass Roots Education," (8) "Hello, Gozaimasu!", and (9) "The Role of Applied Linguistics in Foreign Language Teaching." [More] Descriptors: Applied Linguistics, Bilingual Education, Conference Reports, Educational Innovation
(1972). La ciudad: Libro de lectura 1, nivel 2 (The City: Reader 1, Level 2). This reading textbook was designed for the elementary school Spanish-speaking student. It presents short selections pertaining to city life, with special emphasis on streets, transportation, public services, personal relations, and the urban environment. The presentation includes color illustrations. See FL 004 070 for the accompanying workbook. Descriptors: Basic Reading, Biculturalism, Bilingual Education, Cultural Enrichment
(1972). Tecnologia educativa: Lengua nacional 4. Guiones didacticos para el profesor (Educational Technology: National Language 4. Teacher's Guide). This is the fourth 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
(1968). Computer-Assisted Instruction in the Education of the Migrant Mexican American. The rationale and feasibility for using Computer Assited Instruction (CAI) with migrant students was investigated. Three major social needs for migrants were identified: to reduce the educational retardation and high dropout rate among children, and to improve the economic status of the family. Three projects were proposed to meet these needs: a CAI adaptation of a bilingual reading program, a basic skills in mathematics program, and a CAI adult literacy program. Each program description included the rationale, objectives, implementation strategy, and project budget. The major objective of the feasibility study was to confirm, or amend and refine, the findings and recommendations of the first phase of the study. It was determined that in order for an on-line computer terminal to be economically, operationally, and productively feasible, the following must be available: sufficiently versatile computer hardware, trained computer maintenance personnel, and computer programs that have successfully passed through developmental testing and have been both designed for and laboratory tested on students representative of the school population where it is to be used. Descriptors: Agricultural Laborers, Bilingual Education, Community Attitudes, Computer Assisted Instruction
(1971). Bilingual Teaching and Beginning School Success. The purpose of this study was to measure the effectiveness of a monolingual versus a bilingual approach to the education of second-grade, Spanish-speaking children in New York City. The results were determined by measuring achievement in reading, which showed that the bilingual approach was indeed the more effective. The report includes an introduction, a review of procedure and results, a discussion and interpretation, and a summary. Tables are used to help interpret statistical data, and a bibliography and appendixes are included. [More] Descriptors: Bilingual Education, Control Groups, English, Experimental Groups
(1970). An Evaluation of Supplementary Techniques for Correcting Idiom and Vocabulary Problems of Bilingual Students. The study was conducted with the understanding that bilingual Navajo Indian students attempting to get an education in the public school system are faced with learning to read the English language under the conventional method. As stated, the primary purpose of this study was to determine if the Indian and non-Indian children in grades 4, 5, and 6 of the San Juan County School District, Utah, could increase their reading vocabulary using 6 conventional basal readers and accompanying dictionaries, the "Little Dictionaries for Vocabulary and Idioms," during the school year 1969-70. These investigator-constructed dictionaries contained English definitions of every idiom and vocabulary item in the basal readers that the researcher deemed questionable in terms of understanding by a bilingual student. Results of the pre- and post-test were statistically compared using the t-ratio. General findings were that grades 5 and 6 of the experimental Indian group showed significant gains in vocabulary skills; grade 4 Indian students in the experimental groups gained higher than grade 4 Indians in the control group; and grade 4 non-Indians in the control group gained significantly higher than Indians in the same group. Recommendations are included for replication and further study of the problem. [More] Descriptors: American Indians, Bilingual Education, Elementary School Students, English (Second Language)
(1972). Tecnologia educativa: Lengua nacional 5. Guiones didacticos para el profesor (Educational Technology: National Language 5. Teacher's Guide). This is the fifth 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). Programa de lengua espanola: Guia para el profesor, 2 (Spanish Language Program: Teacher's Guide 2). This teacher's guide is designed for use with "La Ciudad" and "Otros Amigos, Otras Culturas," two textbooks in the second part of the Spanish language series of readers. It contains lesson plans to enable the teacher to make better use of the texts and includes illustrations taken from each of the books themselves. Descriptors: Beginning Reading, Bilingual Education, Bilingualism, Developmental Reading
(1972). Tecnologia educativa: Lengua nacional 6. Guiones didacticos para el profesor (Educational Technology: National Language 6. Teacher's Guide). This is the sixth 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). Otros amigos, otras culturas: Libro de actividades, 2 (Other Friends, Other Cultures: Workbook 2). This workbook was designed for use with the textbook of the same name. It contains exercises for the recognition of sounds and letters, reading comprehension, oral expression, and the use of diphthongs, compound words, idioms, synonyms and antonyms, word families, and dictionaries. The presentation includes drawings, puzzles, and games with color illustrations. Descriptors: Basic Reading, Biculturalism, Bilingual Education, Developmental Reading
(1972). Programa de lengua espanola: Guia para el profesor, 1 (Spanish Language Program; Teacher's Guide 1). This teacher's guide is designed for use with the following textbooks in the Spanish language reading series: "Mira,""Mira y Lee,""Lee y Trabaja," and "Trabaja y Aprende." It contains lesson plans for each text and illustrations from the books themselves. Descriptors: Beginning Reading, Bilingual Education, Bilingualism, Developmental Reading
(1971). A TESOL Bibliography; Abstracts of ERIC Publications and Research Reports, 1969-1970. The first part of this bibliography is a compilation of resumes of documents in the field of English for speakers of other languages which have appeared in "Research in Education" mainly during 1969-70. Contents (bibliographical entries with full abstracts) are in three general categories: Background, Methodology, and Classroom Materials, which are further broken down and cross referenced to aid the reader who is searching for information in such areas as bilingual programs, testing and evaluation, teaching guides, and materials for teaching reading and composition. The second part of this bibliography represents journal articles which have been listed from January 1969 through August 1970 in "Current Index to Journals in Education," the monthly ERIC publication companion to"Research in Education." The journal entries are categorized according to Background and Methodology. Information on the journal publishers and an index of authors are appended. Descriptors: Annotated Bibliographies, Bilingual Education, Bilingualism, English (Second Language)
(1973). Bilingual-Bicultural Materials. This publication describes educational materials which are both bilingual and bicultural. It also lists evaluative instruments which can be useful in making assessments of children who come from Spanish-speaking families. The final section includes reference sources and bibliographies for English as a second language program. [More] Descriptors: Bibliographies, Biculturalism, Bilingual Education, Bilingualism
(1972). Five Stories Written in Spanish & English. Cinco Cuentos Escrito en Espanol y Ingles. This textbook is intended as supplementary material for children who need a K-4 interest-level and K-2 skill-level reader in either English or Spanish. The basic vocabulary is common to five of the seven most widely used basic English primers. A special feature of this reader is the introduction of new words in both languages. The color coding is designed to help the bilingual child identify his native and his target language. The stories depend upon the use of short simple sentences, utilization of the present tense, and extensive use of dialogue, and focus on images and the re-entry of new vocabulary. The stories are entitled "Funny the Bunny,""Who Can Do It?""The Fat Frog,""Green Leaves, Gold Leaves," and "Paco and the Elephant." The translations are intended to be idiomatic rather than literal. Descriptors: Basic Vocabulary, Beginning Reading, Biculturalism, Bilingual Education
(1970). Teaching New Concepts to Non-English Speaking Preschool Children. As documented in this publication, 15 Mexican American children from 4 Head Start classes participated in this study, which tested 3 hypotheses: (1) that children whose first language is Spanish and who are instructed in Spanish will require significantly fewer trials to learn a new concept than children instructed either in English or bilingually; (2) that children receiving the first set of new concepts in English will learn a second instance of the new concept taught in English more readily than children who were taught the first use of the concept in Spanish; and (3) that, on a Spanish language criterion test, children taught concepts in English will do as well as children taught those concepts in Spanish or bilingually. The procedure, as recorded, included pretesting with the Goodenough Draw-A-Man Test and the Expressive Vocabulary Inventory in both English and Spanish; the instructional program (in Spanish or English only, or bilingual instruction); a criterion test in the appropriate language using a series of booklets developed to teach the conceptual task (use of compound adjectival modifiers) which was designed to test the hypotheses; and a posttest. Study results rejected hypotheses 1 and 2, while hypothesis 3 could not be rejected. An appendix contains lessons used in the instructional program. Descriptors: Bilingual Education, Concept Teaching, English (Second Language), Family Environment