This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Ray Chesterfield, Kenneth H. Sennett, Wallace R. Roby, D. E. Ingram, Tom Matthews, Susan Corwin, IL. Truman Coll. UF-Truman Coll. Chicago City Colleges, Ruth Bernadt, Myriam Met, and Constanza Kempf.
(1981). Teaching Units for Consumer Home Economics. Topic: Housing and Interior Decorating, Bilingual/Spanish. The instructional aids in this packet were designed to be used by high school home economics teachers who have Spanish speaking students with limited English skills mainstreamed into their regular classes. The teaching aids can be used by both English and Spanish speaking students at the same time because both Spanish and English are presented on the same page. Materials in the packet include information sheets, quizzes, checklists, illustrated information, and graph materials. They cover the following topics: renting an apartment; housing styles; furniture arrangement; furniture styles; furniture buying; elements and principles of design; color in decorating; wall treatments; floor treatments; window treatments; making drapes; kitchen planning; and caring for a home. Descriptors: Bilingual Education, Color Planning, Design, Furniture Arrangement
(1978). 1977-78 URRD Needs Assessment. Report No. 78-4. This report contains districtwide data on service priorities for the use of Urban, Rural, Racial Disadvantaged program (URRD) funds in Seattle, Washington. Information is offered describing (1) the proportion of low achieving students in reading and mathematics in each school; (2) the extent of poverty in elementary school attendance areas; (3) the number and characteristics of non-English background students served; (4) the number and location of American Indian students; and (5) districtwide dropout and suspension rates. Recommendations for improving the URRD program are provided. Descriptors: American Indians, Attendance, Bilingual Education, Compensatory Education
(1980). Basic Concepts and Techniques in Accounting for Spanish Speaking Students (Student's Manual). Intended for limited-English Spanish-speaking adult students, this manual contains an eight-chapter course in accounting. It is written in Spanish with key terms/concepts (and occupation-related vocabulary) translated into English appearing immediately following the Spanish in parentheses. Examples are provided in English only. The information provided in the eight chapters covers (1) introduction to concepts of accounting, auditing, and balance sheet; (2) recording transactions and business papers; (3) adjusting accounts, preparing statements, and classification of balance sheet items; (4) worksheet and closing of accounts; (5) accounting for a merchandising concern; (6) accounting systems, purchase of assets used in the business, automated data processing, and input/output; (7) accounting for cash, voucher, and petty cash fund; and (8) payroll accounting, the Federal Security, and state unemployment insurance programs. (A companion teacher's manual is available as CE 029 940.) Descriptors: Accounting, Adult Education, Bilingual Education, Bilingual Instructional Materials
(1982). An Evaluation of the Head Start Bilingual Bicultural Curriculum Models. Final Report. Executive Summary. Between 1976 and 1979, Head Start, as part of its strategy for Spanish-speaking children, funded four institutions for the purpose of developing and implementing four distinct bilingual bicultural preschool curriculum models for use with Spanish-speaking children. In 1977, the Research, Demonstration, and Evaluation Division of the Administration for Children, Youth, and Families commissioned Juarez and Associates Inc. to conduct an evaluation of the Head Start Bilingual Bicultural Curriculum Development Project. The study, which was conducted over a 3 1/2-year period in eight Head Start centers in communities with relatively large Hispanic populations, focused on the impact of the four bilingual bicultural preschool curriculum models on the children, their parents, and their teachers. This document provides an executive summary of the study's evaluation design, the findings of the study, and the implications of these findings. [More] Descriptors: Bilingual Education, Bilingual Students, Curriculum Evaluation, English (Second Language)
(1981). A Descriptive Summary of the Characteristics of Bilingual Students and Programs in Seattle, 1976-1980. Report No. 81-1. This is a descriptive summary of the characteristics of bilingual students and programs in Seattle, Washington for 1976-1980. The first section presents information on Seattle's students from non-English language backgrounds in regard to their English fluency, language group membership, family income, residential patterns, and by their attrition from lower categories of English fluency. In the second section a detailed description of the instructional services provided to bilingual students is found. This section outlines the structure, operation, and components of Seattle's bilingual programs which include program development, instructional methods, staff development, funding, and Lau compliance service status. The last section discusses the following issues of particular concern to school district planners in the future implementation of special language programs: (1) growth of the bilingual population; (2) entrance and exit criteria for students; (3) need for a comprehensive approach to program evaluation; and (4) problems with funding. Appendices contain a summary of Seattle's Lau Compliance Plan, detailed data and descriptors used in this report, and achievement characteristics of those students in lower English fluency categories. Descriptors: Academic Achievement, Bilingual Education, Elementary Secondary Education, English (Second Language)
(1981). Potential Sources of Bias in Dual Language Achievement Tests. Potential sources of bias in dual language achievement tests were identified and examined. Content, concepts, and vocabulary presented in monolingual English curricula may differ drastically from those presented in bilingual curricula. The Spanish or English versions of the Comprehensive Tests of Basic Skills (CTBS) were administered to 1259 students in 81 second, third, fifth and sixth grade classrooms in 5 California school districts. Statistical and content analysis provided evidence of three possible sources of bias: problems inherent in translation, the match between the test and instructional material, and intervening cultural values. Dual language tests also raise the question of whether, and how, standard achievement tests can match the wide variety of curricula used by American schools. Further empirical studies are necessary to isolate the cause of bias for individual test items, whether in the CTBS or any other test. Studies providing more information concerning biases stemming from cultural interference and curricular match are needed in order to develop a methodology beyond the statistical approaches now available. [More] Descriptors: Achievement Tests, Bilingual Education, Bilingualism, Culture Fair Tests
(1979). Methodology. A chapter from the Teacher's Manual of the Adult Migrant Education Program of the Australian Department of Immigration and Ethnic Affairs, the document presents a second-language teaching methodology which focuses on the learner, language use, and social interaction, and responds to the learner's felt needs, thus helping newly-arrived migrants make contact with other Australians and learn to live in Australian society. Section I provides the basis for the methodology, discussing the nature of language, the learner, and society. Section II outlines the methodological basis on which teachers can develop and evaluate their own techniques and includes: developing an integrated program; focusing on use, communication, and the learner; contextualizing the language; providing diverse experiences; practising "mobilizing" the language; individualizing instruction; and using the language laboratory. Section III describes the course components: community involvement, syntax, vocabulary, function, discourse and cohesion, the sound system and paralinguistics, registers, the four macroskills (listening, speaking, reading, writing), culture teaching, and attitudinal development. Section IV includes a summary, references, a list of journals, and a classified reading list on Australian English, language variation, English grammars, applied linguistics, language learning, motivation, language and culture, general methodology, individualization, course design, and language testing. Descriptors: Adult Education, Bibliographies, Bilingual Education, Educational Methods
(1981). The Mexican Approach of Developing Materials and Teaching Literacy to Bilingual Students. Bilingual literacy methods and materials used in Mexico for its linguistic minorities can also be used effectively in the United States. A system based on the techniques of Paulo Freire is being used in that country to create beginning reading materials in all the native languages of Mexico. In this method, generative words concerning foods, holidays, or practical aspects of adult life are discussed and carefully arranged from basic phonetic sounds to more complicated sounds (17 words can express all of the 24 sounds of Spanish). Students who are still deficient in basic skills but too advanced for Freire's method are taught Spanish skills while they learn English. A system, based on the generative word concept and an educational notebook discussed by Freire, was developed to teach English as a second language while reinforcing the primary language. First, problem areas are identified through evaluation of student essays and an error list is compiled, from which generative themes are developed. After discussion of the themes, students construct a list of common words that reflect the concept being taught, write a paragraph, and then discuss the theme, this time in English. Finally, a paragraph is written in English. Both the modified Freire and the generative theme methods are based on the premise that thinking and discussion precede the processes of reading and writing. [More] Descriptors: Bilingual Education, Bilingualism, English (Second Language), Foreign Countries
(1977). 1975-76 LAU Compliance Evaluation Report. Report No. 77-9. This report presents data collected during the 1975-76 school year in Seattle, Washington as a part of the school district's activities to comply with the Lau v. Nichols Supreme Court decision by categorizing students according to language background. The first section of the report outlines the population survey and the methods employed to obtain data. The second section provides statistical data regarding the number and distribution of students with limited English backgrounds, a comparison of academic achievement between English fluent and and limited English ability students, and a comparison of achievement gains between these two groups after the introduction of bilingual services. Also found in this section are descriptions of district offered special language services, English as a Second Language (ESL) or Bilingual Instruction in Required Subject Matter (RSM), estimates of the numbers of students served, by language background, and a discussion of the effects of services on student achievement. Descriptors: Achievement Gains, Bilingual Education, Compliance (Legal), Elementary Secondary Education
(1979). Final Evaluation Report on Detroit's Bilingual Individualized Instructional Management System Project, 1978-1979. The Bilingual Individualized Instructional Management System operated in one Detroit (Michigan) public school. Materials and assistance were also offered to one parochial school. The approach employed a comprehensive and individualized learning system to provide concentrated instruciton to 150 children in grades Kindergarten through five who were experiencing learning difficulties as a result of their limited ability to speak English. The children in grades one through five spent half their time in bilingual classes and half in a class with an English speaking teacher. The instructional system allowed each child to work at his/her own pace. Additional program components included inservice teacher education and parent outreach programs. A performance evaluation indicated that nine of the 14 program objectives were achieved during the 1978-1979 school year. Those objectives which were not met evidenced progress toward achievement. Relevant data and testing instruments are appended. [More] Descriptors: Bilingual Education, Elementary Education, Hispanic Americans, Individualized Instruction
(1981). Special Needs Assessments for Linguistic Minority Students in the Brockton (Mass.) Public School System. The paper describes development of the Brockton Battery: A Special Needs Assessment for Minority Students, a collection of four independent instruments designed for special education assessment of minority students. Initial sections review demographic information on the city of Brockton, Massachusetts, and on special education in the city. Assessment procedures in Massachusetts differ from those in the rest of the country. Massachusetts does not allow the use of traditional special education labels such as those used for reporting purposes of numbers to the federal government, but instead uses a system of prototyping students by the amount of time each student must be out of the regular education program. The special education assessment process covers referral, assessment and evaluation, placement, annual review, reevaluation of the individual education plan, and monitoring of special education placements of bilingual and minority students. The Brockton Battery contains the Boehm Test of Basic Concepts and the Beery Test of Visual Motor Integration to determine if the child understands the primary concepts necessary for test taking; Tests of Language Abilities (including one receptive language test, one expressive picture naming subtest, a receptive subtest of sentence repetition, and an expressive subtest involving story telling); tests of language development; tests of reading abilities; tests of learning rate and method; and the adaptive behavior scales. Descriptors: Bilingual Education, Culture Fair Tests, Elementary Secondary Education, Handicap Identification
(1978). Spanish Bilingual Program Curriculum Guide (Elementary Schools). Level I. Second Revision. This volume of the curriculum guide provides the content of the curriculum, the performance objectives for each unit, and suggests learning experiences to achieve the desired outcomes for Level I. The first section on scope and sequence of the program is arranged in a chart format and outlines the content for each unit in the following categories: (1) culture and cross-cultural contrasts; (2) vocabulary; (3) pronunciation and listening skills; and (4) morphology, syntax and usage. Another series of charts presents the lexical content of each unit. The final section of the book provides detailed weekly lesson plans for each of the ten units. Descriptors: Bilingual Education, Course Content, Cross Cultural Training, Curriculum Guides
(1981). Accounting for Korean-Speaking Students. Student Manual. Intended for limited-English speaking, Korean-speaking adult students, this manual contains a 12-chapter course in accounting. It is written in Korean with key terms/concepts and limited amounts of other information (such as proper names and occupation-related vocabulary) in English. Examples are provided in English only. Information provided in the 12 chapters covers introduction to concepts of accounting, recording transactions, debit and credit, adjusting the accounts, worksheet and closing entries, merchandising accounting, worksheet of a merchandising concern, accounting systems, voucher systems, petty cash fund, reconciliations, and payroll accounting. Descriptors: Accounting, Adult Education, Bilingual Education, Bilingual Instructional Materials
(1980). The 1979-80 Evaluation of the Title VII Bilingual Program, Project Cumbre, at the Ann Street Bilingual School of Hartford, Connecticut. An evaluation report of second year accomplishments at the Ann Street Bilingual School is presented. Objectives are established for students, instructional personnel, and parents at the school, the testing programs, standards set, and results for each are explained. Kindergarten students were expected to meet established standards in Spanish and English language skills and demonstrate high self concepts. Students in grades one through seven were expected to improve English and Spanish language skills and proficiency. They should have improved their levels of math, science, English reading, and social studies skills. These improvements are compared to the level of students in other Hartford bilingual programs. The instructional personnel were to strive for improved classroom teaching, student learning, and to improve professionally. They were expected to contribute their services for the success of the school program. The parents of students were to visit the school, participate in school activities and parent education programs. The most important result is the general superiority of Ann Street students' skills in Spanish reading, oral English, and oral Spanish over their counterparts in other Hartford bilingual schools. The expectations for improvement in English reading were not met. Establishment of a reading resource room is recommended. Descriptors: Academic Achievement, Bilingual Education, Bilingual Schools, Bilingual Teachers
(1980). Crosscultural Communication: The Hispanic Community of Connecticut. A Human Services Staff Development Training Manual. A TITLE XX Project. This manual was designed for use by Title XX field training personnel involved in providing services for Puerto Ricans in Connecticut. The manual is intended to develop cross cultural awareness by introducing the reader to the cultural orientations, social systems, and values of Puerto Ricans and other Hispanics. Included are background information on Puerto Rican geography, history, economy, and politics; a description of Hispanic value systems, family structure, religion, courtship and marriage practices, and health practices; a discussion of the Puerto Rican experience in the United States in politics, housing, employment and education; and a community social and health service model for Puerto Ricans. Also included are sample lessons for a Spanish language curriculum and a directory of Spanish speaking resource organizations in Connecticut. [More] Descriptors: Bilingual Education, Community Programs, Cultural Background, Cultural Traits