This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Frank Voci, Philip K. Piele, Beverly S. Huntsman, Donald N. Larson, CA. San Diego City Schools, Juanita Bryson, William Francis Mackey, CA. Committee on Linguistics. Stanford Univ., S. P. Marland, and David C. Dister.
(1971). Helping Advance Bilingual Learning in Abernathy (HABLA). Evaluation Report, 1970-1971. The long range objective of this bilingual program was to reduce the high dropout rate of Mexican American students. Kindergarten and 1st-grade students were to be instructed in both English and Spanish, and the program was to be expanded one grade level each year. The program was set up to be a voluntary experiment for Mexican Americans, Anglo Americans, and Negroes. The method used in teaching the bilingual program to the kindergarten class were as follows: (1) naming and classifying objects in either English or Spanish, (2) identifying family members in either language, and (3) identifying and naming colors in either language. First-grade students were expected to respond to instructions given by teachers in both languages and to learn to write simple words in English and Spanish. The kindergarten and 1st-grade bilingual program was evaluated using the following tests: (1) the Peabody Picture Vocabulary Test, (2) the Inter-American Series, Test of General Ability, and (3) the Stanford Early School Achievement Test. Videotape interviews and spot evaluations of students were also made. Because findings proved promising, the following recommendations were made: (1) the program should be continued and allowed to move into the 3rd year of the 5 year program, (2) the in-service Spanish course for school personnel should be continued, (3) more bilingual materials should be acquired, and (4) community involvement should be expanded. Test results are included. [More] Descriptors: Bilingual Education, Bilingual Students, Community Involvement, Elementary Education
(1972). The Role of the Teacher Aide in Second Language Programs, California Association TESOL Newsletter. To investigate the role of the teacher aide in second language programs, the California Association of Teachers of English to Speakers of Other Languages (CATESOL) has issued a questionnaire to teacher aides in the Title VII bilingual projects in California. The questionnaire and conclusions drawn from replies are presented here. Information is provided on the attitudes, background, and activities of teacher aides. An increasing number of paraprofessionals can be found in second language programs, but the oversupply of certified teachers is likely to curb the need for and the growing number of teacher aides. [More] Descriptors: Bilingual Education, Bilingual Teacher Aides, English (Second Language), Minority Groups
(1971). A Study of Student Attitudes toward English as a Second Language in Puerto Rico. The results of a questionnaire designed to investigate Puerto Rican students' attitudes toward learning English show that there is a predominantly positive attitude toward English-as-a-second language in the Puerto Rican town studied in this survey. The questionnaires solicit information from students in grades five through eight concerning personal data, students' contact with English, amount of English used, parental attitudes, and student attitude toward learning English. The shortcomings of Puerto Rico's standardized English curriculum may result from inappropriate teaching methods rather than from a negative attitude on the part of the students. The students may be receiving too much language material in too little time without reinforcing what is learned in class through use outside of class. English might be better taught as a foreign language. English and Spanish versions of the questionnaires are provided along with graphs illustrating the results of this survey. [More] Descriptors: Bilingual Education, English (Second Language), Graphs, Language Programs
(1972). Completing the Revolution. In this speech, given at the inauguration of Dr. Frank Angel as President of New Mexico Highlands University, Mr. S. P. Marland, Jr., U.S. Commissioner of Education, discusses both the shortcomings and accomplishments of the American education system when it comes to educating Mexican American students. It is noted that even though the Federal government has funded compensatory education programs and projects designed for Spanish-speaking children, the Mexican American students have a higher dropout rate than any other identifiable minority except American Indians. Also noted is the fact that some southwestern schools have begun bilingual programs where subjects are taught in both Spanish and English to all students. A major problem of the education system, which is discussed, is the past failure to teach Mexican American and other minority students to take pride in their cultural background and their national history. Mr. Marland discussed the fact that in school Mexican American children learn "virtually nothing" of their ancestors and that what they do learn is uncomplimentary. It is also pointed out that very few school staff members in the 5 southwestern states are Mexican Americans and that Spanish is excluded from the classroom, playground, and in school communications to parents. [More] Descriptors: American Culture, American History, American Indians, Ancient History
(1972). Becoming Bilingual: A Guide to Language Learning. Becoming bilingual as defined in this book is a process by which an adult acquires an additional language in the environment in which it is spoken, surrounded by the culture in which it is used. The book seeks to present the learner with an integrated and systematic treatment of his task–linguistic, cultural, and practical–in learning a new language abroad. The authors believe that habit formation and practice have important roles in the language learning process. Cultural alienation is seen as the primary problem in living abroad, and learning the local language is a major factor in adjustment to new surroundings. The book covers such topics as motivation, language learning, programs, opportunities, techniques for learning a language, and widening one's range of communication. Descriptors: Adults, Applied Linguistics, Bilingual Education, Bilingualism
(1972). Some Sociological Factors in Educating Bilinguals. The sensitive area of language attitude as it relates to cultural and educational stereotyping should be explored openly and frankly in the classroom to erase false ideas and misbeliefs about language usage. The "Corrective Approach" in English-as-a-second-language instruction, which assumes that Standard English exists, is necessary for improved intellectual performance, and is best acquired through constant correction, should be abandoned in favor of methods that allow the student to see realistically the role of language in society. This way the student will not be required to judge only himself and his performance against a so-called norm of Standard English, a comparison which reduces the student's opinion of himself and, therefore, his chances of future success. [More] Descriptors: Attitudes, Bilingual Education, English (Second Language), Language Usage
(1970). Comparison of Bilingual Vs. Single Language Instruction in Concept Learning in Mexican-American Four Year Olds. Bilingual vs. unilingual instruction was studied in the teaching of 5 positional-preposition concepts (e.g., under) to Mexican American Headstart 4-year-olds. Treatments consisted of instruction in Spanish only, English only, or bilingually to the 48 subjects exposed to the prepositional concepts via tape-recorded programmed instruction given daily for 10 minutes. Assignment to control and treatment groups was randomly stratified by sex, and subjects were pretested the first day of instruction and posttested on the final (3rd) day. These tests, administered in English and Spanish, included a transfer test consisting of a 2-dimensional presentation of the same prepositions and a learning task in the language opposite from instruction. All criterion tests required verbal labeling and demonstration. Analysis of covariance and Newman-Keuls comparisons indicated that posttest scores of the treatment groups were higher than those of the control group, reflecting the effect of instruction vs. no instruction. Significant differences were found as a function of language exposure in the home, but no significant differences were found between treatment groups. The study is limited by sampling practices and restricted treatment time. An appendix contains the instructional treatments used. Descriptors: Bilingual Education, Citations (References), Concept Formation, Criterion Referenced Tests
(1984). Native Americans and Education, Nature Study. Examines various issues and topics related to the education of Native Americans. They include: teacher education; progress made in elementary, secondary, and higher education; the role of bilingual/bicultural programs; government role; and problems related to the education of these individuals. Descriptors: American Indian Education, American Indians, Bilingual Education, Bilingualism
(1972). Materials Acquisition Project: Volume 2, Number 7. Bibliographic data, physical characteristics, contents, prices, and ordering instructions for Spanish instructional materials listed in this issue of the Materials Acquisitions Project are provided for each entry. Subject categories include social science, language arts, pure science, technology, the arts, literature, and history. Sections on Portuguese and non-book materials are appended. The annotation is an objective description of materials and often includes suggestions concerning appropriate grade level and utilization of materials. Many familiar works included in the compilation have been translated into Spanish. For the companion documents see ED 060 716–ED 060 725 and FL 003 397. Descriptors: Annotated Bibliographies, Bilingual Education, Elementary Schools, FLES
(1972). Materials Acquisition Project: Volume 2, Number 8. Some 250 Spanish texts are listed in this annotated bibliography. The majority of these texts have been selected on the basis of their suitability for use in bilingual programs. The annotation is an objective description of materials and often includes suggestions concerning appropriate grade level and utilization of materials. Bibliographic data, physical characteristics, contents, prices, and ordering instructions are included. Texts are classified under social sciences, language arts, pure science, technology, the arts, literature, and history. For the companion documents se ED 060 716–Ed 060 725, and FL 003 101. [More] Descriptors: Annotated Bibliographies, Bilingual Education, Elementary Schools, FLES
(1972). Current Child Language Research Resumes. Papers and Reports on Child Language Development, No. 4. The research resumes presented here comprise the responses received by the Stanford Child Language Project to a general request for reports on research in progress. These reports include all those distributed at the Child Language Research Forum in March 1972 and a small number received later. The resumes cover a wide range of topics and present, in order, the following information: research area, language, subjects/informants, ages, theoretical issues, and abstract. Descriptors: Bilingual Education, Bilingualism, Child Language, English
(1984). Mother-Tongue Education: Problems and Prospects, Prospects: Quarterly Review of Education. Added to the right of free public schooling for all is the option, in many countries, of taking that schooling in the language of the home. Mother-tongue education, however, brings with it many problems; e.g., if citizens don't know languages of wide communication, the country may suffer economically. Descriptors: Bilingual Education, Comparative Education, Cultural Awareness, Economic Development
(1984). Selected Survey of Educational Law and Policy Literature, Journal of Law and Education. Provides an annotated bibliography of 64 current articles covering aspects of education law. Selections are listed under 20 subject groupings. Descriptors: Bilingual Education, Computers, Copyrights, Disabilities
(1972). Materials Acquisition Project, Volume 2, Number 8 [9]. Bibliographic data, physical characteristics, contents, prices, and ordering instructions for Spanish and Portuguese instructional materials are provided for each entry. Subject categories include general works, social science, language arts, pure science, technology, the arts, literature, and history. Materials are classified according to the Dewey decimal system by subject matter, with related subject areas utilized. The annotation provides an objective description of materials and often includes suggestions concerning appropriate grade level and utilization of materials. The bibliographic materials are generally adapted for use by bilingual teachers. Many works included in the compilation have been translated from foreign languages into Spanish. Descriptors: Annotated Bibliographies, Bilingual Education, Elementary Schools, FLES
(1973). Current Child Language Research Resumes. Papers and Reports on Child Language Development, No. 5. The research resumes presented here comprise the responses received by the Stanford Child Language Project to a general request for reports on research in progress. These reports include all those distributed at the Child Language Research Forum in April 1973. The resumes cover a wide range of topics and present, in order, the following information: research area, language, subjects/informants, ages, theoretical issues, and abstract. [More] Descriptors: Arabic, Bilingual Education, Bilingualism, Child Language