This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Charles H. Herbert, Miami Dade County Public Schools, Annabelle R. Scoon, Austin Southwest Educational Development Lab., Gene Rich, Jean M. Baker, Marilyn Nosse, Joyce de Laricheliere, Adelaide Jablonsky, and Muriel R. Saville.
(1972). English Alphabet Book 1: Spanish Phonetic Reading Program. This manual presents an English phonetic reading program based upon pictures which provide clues to each fundamental speech in the language. Pupils are thus able, through auditory and visual discrimination exercises, to match an English speech sound with its proper alphabet symbol. For related documents, see FL 003 749, FL 003 750, and FL 003 752). Descriptors: Beginning Reading, Bilingual Education, Elementary School Students, English (Second Language)
(1972). The Chicano Migrant Child. The paper deals with the culture and background of the Chicano migrant child and with his frustrations and conflicts in encountering the Anglo culture as represented by the school. It is pointed out that the Chicano migrant child, whose home base is in the Rio Grande Valley, lives in either a barrio or, in summer, a migrant camp and has little contact with the Anglo culture until he enters school; that the only contacts his parents have with the Anglo community are with the farmer, grocer, gas station attendant, and clergyman; that upon entering school, the migrant child finds himself in an educational environment which is totally foreign to him; and that after being unable to learn because of his inability to understand English, the Chicano migrant child usually does not return to school. Suggestions to correct the problem and to provide the child with an equal learning opportunity include (1) that teachers of Spanish-speaking children must understand the migrant child, his culture, and his problems; (2) that English must be taught as a second language; (3) that until the child speaks English, he should be taught in Spanish; and (4) that the teacher must show the child that someone cares and wants him to learn, thus engendering in the child a desire to learn. [Not available in hard copy due to marginal legibility of original document.] [More] Descriptors: Bilingual Education, Community Characteristics, Cultural Background, Dropout Prevention
(1972). Things to Do….Activities for a Bilingual Classroom. This manual has been prepared for teachers who are using or wish to use small group organization in bilingual-bicultural programs at the primary grade level. The manual includes several daily schedules and a series of activities appropriate for small groups of children. The activities described are of varying levels of complexity in Spanish and English, and are organized around the content of several learning or interest centers, including a communications center (language arts, reading, writing), a math center, a science/social studies center, an art center, and a music/listening center. [More] Descriptors: Art, Biculturalism, Bilingual Education, Bilingualism
(1972). Aprendemos con Gusto!: Actividades en Espanol para Ninos Bilingues (We Learn with Pleasure!: Activities in Spanish for Bilingual Children). This manual presents a series of lesson plans in the form of task cards which have been designed to implement Spanish language usage in the classroom in many areas of instruction. The lesson plans can be used in the first through the sixth grades to promote self-motivated learning among groups of bilingual children. Subjects treated include art, math, reading, science, writing, and social studies. Most of the plans consist of four parts: purpose, preparation of materials, materials, and instructions. The text is in Spanish and English. [More] Descriptors: Autoinstructional Aids, Bilingual Education, Bilingualism, Elementary Education
(1970). Spanish-Speaking Pupils in the Dade County Public Schools. 1969-70. There has been a continuous countywide growth in the Spanish-speaking school population. By September 1969, the total number was 46,552, i.e. 30,140 Cuban refugee pupils, and 16,412 from countries in South and Central America, Mexico, and Puerto Rico. From 10.5 percent of total school membership in 1965, the number reported by the schools increased to 13.5 percent in 1967 and 19.1 percent in 1969. An analysis of Attendance Department records reveals that much of the increase in the Spanish-speaking segment of the school population has been the result of improved reporting by the schools from year to year and the use of a more specific definition of "Spanish-speaking" pupils in the 1969 survey. Nevertheless, there has been considerable growth. Special instructional programs have grown in response to their unique educational needs. Almost 20 percent are participating in classes in English as a second language; almost one-third are participating in a program designed to maintain or develop the language skills in their native language. This year some 90 schools are offering one or both of these programs. [More] Descriptors: Annual Reports, Attendance Records, Bilingual Education, Bilingual Students
(1971). Providing for Mobile Populations in Bilingual and Migrant Educational Programs. It is noted that most bilingual and special migrant classrooms segregate children with different native languages despite the social disadvantages and the lower motivation for learning English which accrue as a result of such student grouping. This paper suggests administrative and instructional means for providing for these children within heterogeneous classes, and for the children who must move in and out of classes as their families move with the crops. [More] Descriptors: Bilingual Education, Classification, Disadvantaged, Economically Disadvantaged
(1972). Spanish Reading Workbook 1: Spanish Phonetic Reading Program. This manual, designed to follow "Spanish Alphabet Book 1," presents a Spanish phonetic reading program for children beginning to learn how to read. It contains an alphabet chart with pictures which symbolize words using the sounds of the respective letters. Other pages are devoted completely to the sounds of the vowels, reinforced with common words and pictures. The names of the various consonants are explained. Later pages emphasize the blending of one consonant letter with each of the five vowels. Meaningful words are then formed by the addition of other letter combinations. A small illustration to stimulate interest in the exercise precedes each blending activity. The manual includes test exercises. (For related documents, see FL 003 750, FL 003 751, and FL 003 752. Descriptors: Alphabets, Bilingual Education, Elementary School Students, Guides
(1971). Demonstration and Training Project for Migrant Children, McAllen, Texas. Early Childhood Learning System. Final Evaluation Report, 1970-71. This is a report of the final year of a 3-year project to develop a sequential early childhood education program to meet the unique needs of 3-, 4-, and 5-year-old migrant Mexican American children. The bilingual program's major components are instructional materials, staff development, and parent-school-community involvement. Ninety children participated in the program in 1970-71, with two classes of 15 pupils each in each of the three age groups. Evaluation was based on criterion-referenced tests given to experimental pupils at the beginning and end of the school year; and norm-referenced tests, given to experimental classes and comparison groups of the same age, ethnicity, and socioeconomic background who attended day care centers without planned instructional programs. Test findings revealed that children in the laboratory program met the criterion on the curriculum-referenced tests on all but a few of the 25 units. Experimental pupils scored higher than comparison pupils on tests of Spanish and English comprehension, general concepts, and nonverbal intelligence. [More] Descriptors: Bilingual Education, Community Involvement, Early Childhood Education, Evaluation Methods
(1970). The Cutler-Orosi Intercultural Center. The concept of an intercultural center, primarily located in "inner city" areas with a high concentration of low income minority groups, is explored in this discussion of the Tulare County, California institution. An attempt to reach and teach members of minority groups precludes a formalized approach to instruction and seeks to develop greater intercultural understanding through alternative methods of teaching. Principal remarks include: (1) community description, (2) Intercultural Center approach toward meeting community needs, and (3) multi-culturalism and the identity crisis. [More] Descriptors: Biculturalism, Bilingual Education, Community Development, Community Involvement
(1973). Teaching Reading to the American Indian. The problems of Indian children as students in the educational system, and particularly the problems associated with learning to read, are discussed in this paper. The Indian child is not basically a competitive individual; hence, he cannot understand the traditional classroom's emphasis upon individual achievement. In general, the Indian student is involved in being, not in becoming. Therefore, education as preparation for the future is not a realistic motive for him. Research shows that many Indian children rely heavily on nonverbal means of expression. They must first be taught to speak and read their own language before English language instruction can be successful. The following guidelines are offered as recommendations for those involved with teaching reading to American Indian youth: (1) Identify the basic premises of Indian culture, or any culture, which require an adjustment in the learning setting. (2) Review and apply the teaching strategies which are applicable to the special instructional problems represented by Indian youth. (3) Recognize individual differences among Indian students as well as collective differences between students and majority groups. (4) Facilitate the ultimate goals of self-reliance and self-direction. [More] Descriptors: American Indians, Bilingual Education, Community Involvement, Individualized Reading
(1971). Bibliography of Indian Education and Curriculum Innovation. This bibliography of ERIC documents (both journal and non-journal materials) contains more than 200 entries with abstracts. The work is intended for those seeking to gain insight into the cultural and sociological background of the American Indian student, his academic strengths and weaknesses, and current innovations in the development of curriculum for these students. The report is divided into three areas: (1) Indian education and bilingualism, (2) general aspects of American Indian education, and (3) innovative curriculum concepts and materials. Order numbers for the documents which are available from the ERIC Document Reproduction Service are included. [More] Descriptors: Abstracts, Academic Achievement, American Indian Culture, American Indians
(1972). English Reading Workbook 1: Spanish Phonetic Reading Program. This manual, designed to follow "English Alphabet Book 1," presents an English phonetic reading program for children beginning to learn how to read. It contains an alphabet chart with pictures which symbolize words using the sounds of the respective letters. Other pages are devoted completely to the sounds of the vowels, reinforced with common words and pictures. Exercises which emphasize handwriting and phonetics are included. Later lessons concentrate on the blending of a consonant with each of the five vowels. The letter for emphasis on any given page appears at the beginning of a line just beneath the series of vowels; other letters used to form words follow this first consonant. Some facts about the dictionary are presented at the end. For related documents, see FL 003 749, FL 003 751, and FL 003 752. Descriptors: Alphabets, Bilingual Education, Dictionaries, Elementary School Students
(1973). Mexican Americans: An Annotated Bibliography of Doctoral Dissertations. ERIC-IRCD Doctoral Research Series, Number 1, May 1973. The seven years since the enactment of ESEA Title I in 1965 provided a unique opportunity to attempt to find answers to unanswered questions about the teaching-learning process, especially in relation to minority group children and youth, and to students from low socioeconomic backgrounds. The flood of new programs provided fertile grounds for doctoral dissertation research on the education of the disadvantaged. Bits and pieces of research throughout the country are entombed in "Dissertation Abstracts International" and in university libraries. The ERIC-IRCD staff believing that much could be learned about doctoral research itself, about children, and about educational programs, decided to attempt to provide comprehensive collections of abstracts in those areas of special interest to ERIC-IRCD. The present document is one of several being prepared for a new series of publications entitled "ERIC-IRCD Doctoral Research Series." Over 700 abstracts were photocopied, sorted, and indexed. All indexing is based on titles rather than on abstracts. Dissertations may be purchased in microfilm or hard copy form from University Microfilms, Ann Arbor, Mich. Order numbers have been provided for each dissertation at the end of the citation. [More] Descriptors: Abstracts, Academic Achievement, Annotated Bibliographies, Bilingual Education
(1971). Preservation of a National Resource and Preservation of Self. Bilingualism and the cultural and linguistic pluralism that it involves should be preserved and encouraged within the national educational system. Statistics concerning bilinguals on a national scale would present a more accurate picture if based on John Macnamara's definition of bilinguals as "persons who possess at least one of the language skills even to a minimal degree in the second language." The benefits of bilingualism, seen as linguistic and cultural pluralism, are unknown, but bilingualism has not been encouraged sufficiently to predict the benefits or the disadvantages. A national commitment to a program of bilingualism must be made before its true value can be known. Descriptors: Bilingual Education, Bilingualism, Cultural Pluralism, Educational Policy
(1973). Evolution of a Bilingual Evaluation. Evaluation of ongoing educational programs must necessarily differ from the basic research design; it must change to meet the changes of the program and its environment. Over the three years of the operation of the Philadelphia "Let's Be Amigos" bilingual program, the kinds of data generated in the program evaluation have evolved in response to the demands of project management, community and intra-school-system relations and the Office of Education. The evaluation of process aspects and product aspects of the program have evolved in opposite directions: (1) evaluation of the pupil performance program outcomes has tended to evolve from informal, criterion-referent approaches to more rigorous experimental designs; and (2) evaluation of processes has tended to evolve from formal methods (observational checklists, forced-choice questionnaires) to less rigorous methods (open-ended questionnaires, interviews, etc.). In the first operational years, assessment of pupils' reading was primarily criterion-referent, involving a word-calling test. The assessment of reading skills was modified after first-year evaluation, first passing through a phase in which an attempt was made to prepare materials-derived, criterion-referent tests to assess more complex skills, and from there to standardized tests. Evaluation of curriculum development has evolved from use of a formal checklist to use of an interview structure with open-ended questions. [More] Descriptors: Bilingual Education, Criterion Referenced Tests, Elementary Education, Evaluation Methods