This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Vancouver Board of School Trustees (British Columbia)., Gary D. Keller, David J. Fox, Joyce Evans, Robert D. Milk, R. T. Dixon, Howard S. Tilis, Josue M. Gonzalez, Horst Lofgren, and Strasbourg (France). Council of Europe.
(1978). Franco-Ontarian Elementary and Secondary Education [L'Education Franco-Ontarienne aux Niveaux Elementaire et Secondaire]. The Franco-Ontarian curriculum was greatly strengthened in Ontario's elementary and secondary schools in the 1960s. However, these gains are now threatened by declining enrollment, assimilation in the home, economic pressures, population displacement, lack of accessible French institutions of higher education, and exogamy. Responses to a questionnaire sent to all school boards in the province reveal that Franco-Ontarian students do not enjoy the same broad course offerings as their anglophone counterparts and, where francophone students form a majority, they are often integrated with anglophone students and forced to study in English. This paper urges that declining enrollment not be used as a pretext for retrenchment in French education. The comprehensive recommendations are aimed at strengthening and preserving Ontario's French culture and curriculum. Charts, maps, and a copy of the questionnaire with analysis are appended. Descriptors: Acculturation, Biculturalism, Bilingual Education, Bilingual Students
(1976). Stories That Must Not Die. Volume Two. Included in this entirely bilingual (Spanish and English) text are 10 traditional tales from the Southwest intended to promote interest in bilingual/bicultural programs and to preserve the colorful folklore of the area. The stories, with black and white illustrations, involve folklore ("The Poor Little Naked Bird", "The Devil Takes a Bride", "The Road Runner and the Coyote"); history ("The Revenge of the Oppressed", "Stolen by the Comanches", "The Junipero Serra of Texas"); local legend ("The Lady in Black", "The Headless Rider", "All or Nothing"); and a children's story ("The Royal Beggar"). The Spanish and English texts are presented side by side, although the translations are not literal. Following each story are about 20 questions in Spanish and English, some about the story itself and others suggested by the subject matter. Completing the book is a vocabulary section in which 30 to 40 words per story are presented as vocabulary words in both languages or as cognates. The book is second in a series of four. Descriptors: Bilingual Education, Childrens Literature, Cultural Background, Elementary Secondary Education
(1981). Comprehension and Teaching: Research Reviews. Reflecting the interdisciplinary emphasis that reading comprehension has received during the past decade, the articles in this volume deal with both the processes involved in reading and the instructional practices used in teaching it. The six articles devoted to reading processes deal specifically with the following topics: schemata, comprehension of text structures, vocabulary knowledge, the social context of learning to read, and social-psychological perceptions and reading comprehension. The six articles concerning instructional practices report on instructional variables in reading comprehension, academic learning time and reading achievement, the role of reading in bilingual contexts, characteristics of exemplary reading programs, overcoming educational disadvantages, and recognizing reading comprehension programs. [More] Descriptors: Beginning Reading, Bilingual Education, Cognitive Processes, Reading Comprehension
(1975). Stories That Must Not Die. Volume One. Ranch hands gathered around a campfire and old folks rocking on the porch were some of the sources for the 10 folkloric tales presented in this volume. Written in both Spanish and English, this book of traditional tales from the Mexican American people of South Texas is the first of a series of three volumes. Five of the stories deal with the supernatural. One tells of a young man who picks up a beautiful girl by the side of the road, takes her to a dance, and discovers the next morning he spent the evening dancing with a ghost. Another tale discusses Dolores, a girl so beautiful and vain that she has little regard for the feelings of others. It tells how a handsome stranger at a ball asks Dolores for the last dance of the evening, spins her faster and faster, and at the end of the dance is gone, leaving smoke and sulphur fumes surrounding the corpse of Dolores. Two tales deal with clever animals, one a coyote and the other a honeybee. Two more tell of the feats of Don Pedro Jaramillo, a faith healer who lived in South Texas around the turn of the century. A list of vocabulary and cognates is added to each story, along with two questionnaires. The first questionnaire is related directly to the text and is intended for the younger students. Designed for more advanced students, the second questionnaire is suggested by the text. Descriptors: Bilingual Education, Childrens Literature, Cultural Background, Elementary Secondary Education
(1980). Models for the Bilingual Instruction of Immigrant Children: School Research Newsletter. Project No. 218. An experimental scheme of bilingual instruction for Finnish immigrant children at the preschool level and at the junior level of elementary school was conducted between 1972 and 1980. The aim of the project was for the children to become functionally bilingual in an educational context equivalent to that provided for Swedish children. Between 1972 and 1979, the school achievement and linguistic and general development of four groups of Finnish children were continuously studied. Initial group size varied between 11 and 15. The instructional model for the project consisted of a two-year, Finnish-speaking pre-school and a two-year junior level elementary school. The Finnish students first reading and writing instruction was in Finnish and transition to regular Swedish instruction was accomplished at the intermediate level (Grade 4). Data were obtained from Finnish and Swedish school and language tests, ability tests, teacher observations and interviews with parents. It was concluded that the program was effective in promoting functional bilingualism. Educational achievement was more related to children's social environment, background and intellectual ability than to the influence of their first language. Proficiency in Swedish was not a direct result of first-language proficiency; and instruction in the first language did not have a negative effect on proficiency in Swedish. Descriptors: Academic Achievement, Bilingual Education, Bilingualism, Comparative Analysis
(1981). Variation in Language Use Patterns in Two Bilingual Second-Grade Classrooms. Information on language use patterns in bilingual classrooms is presented and analyzed in relation to the types of grouping decisions commonly made by teachers. The data were collected from two bilingual elementary classrooms and obtained through audio-recording and observation. Group setting contrasts of group size and instructional mode were established. The variables selected to measure language use were amount of talk, complexity of speech, and language functions, for which a speech act category system was adapted. It was concluded that group setting affects language use. Findings include: (1) the effect of group setting on language use is mediated by teaching style; (2) small group settings provide a highly favorable context for language use, (3) the range of speech acts was broader during individual work than during teacher-directed instruction, (4) the weaker language of all students was infrequently used in the classroom for natural communication, and (5) the weaker language fulfilled a variety of different functions. Tables present types and examples of speech act categories and quantitative analyses of amount of talk in the dominant and weaker language, the different speech acts performed in the dominant language, and the distribution of language functions in the weaker language. [More] Descriptors: Audiotape Recordings, Bilingual Education, Classroom Research, Elementary Education
(1978). Report on Second and Third Languages. Background on the current status of English and French as a second language (ESL, FSL) and English as a second dialect (ESD) programs in Ontario is provided by questionnaire responses, interviews and a review of pertinent literature. The author concludes that declining enrollment will jeopardize ESL/D and French immersion programs. Reduction in staff will limit a principal's ability to create or maintain a strong language program. In addition, increases in split grades will result in regular classroom teachers being asked to give extra help in ESL and will create the untenable situation, for French teachers, of having to teach two different levels at the same time. The author recommends mandatory certification for ESL/D teachers, changes in the allocation formula to include program funding from federal and provincial sources, and further research on the efficacy and usefulness of ESL/D programs. The FSL program is strongly entrenched at the elementary level but is declining at the secondary level due to the introduction of the credit system. To encourage greater interest at this level, the author suggests requiring two credits in French for graduation. Descriptors: Bilingual Education, Declining Enrollment, Elementary Secondary Education, English (Second Language)
(1979). Council of Europe Contribution to the Report on Migrants' Education. Designed as an information document, this report describes the activities of the Council in facilitating the settlement of migrant workers' children in the compulsory schooling systems of host countries. Experimental classes are discussed in terms of the basic aims of the integration of migrant children through language learning, maintenance of their own language and culture, and solutions of psychological, sociological, and educational problems. School records are examined in terms of their intended function to overcome difficulties in obtaining information on the health and school career of migrant children. A four-year programme for training teachers is outlined, with its aim being to make teachers more aware of the social, psychological, cultural, and educational problems faced by migrants, so as to help children adjust to the new cultural environment without losing contact with their original environment. Action on helping migrants learn the language of the host country is examined by review of experiments being conducted to promote linguistic education and efforts to design the most suitable objectives and methods of language study. Recent recommendations and resolutions are discussed, which stress the continued need for improvement in general and specific areas of migrant education measures. Descriptors: Bilingual Education, Elementary Secondary Education, Experimental Programs, Immigrants
(1980). Model Preschool Programs for Handicapped Bilingual Children. Problems facing bilingual preschoolers with handicaps are addressed and 18 model programs are identified through brief summaries. Programs represent home based as well as center based approaches, English as a Second Language models, and both mainstreamed and special class settings. Program summaries obtained through written questionnaires and telephone interviews focus on eight topics: site setting and funding; number, types, and ages of handicapped children served; identification and selection procedures; staffing; parent involvement; program focus; instructional language; and major problems encountered. Among conclusions cited are that community support is important, parents must be involved, and language is a sensitive issue. [More] Descriptors: American Indians, Bilingual Education, Community Role, Demonstration Programs
(1979). The Multicultural Home-School Workers Project. A two-part report on the Multicultural Home-School Workers project in Vancouver (Canada) contains a brief overview of the project's background and an analysis of data collected to evaluate the duties performed by the project workers. Part I, a report by the Vancouver Home-School Co-ordinating Committee, explains the motivation and means of funding for the project, which arose because of a rapidly increasing immigrant population whose native languages were not English, and whose needs were not being met by the sporadic and uncoordinated approaches being used by the school system and a network of volunteers. The development of the program traces the successful efforts of the school board and the committee to form an integrated program to meet the language needs of children and parents of Chinese, East Indian, Greek, Italian, Portuguese, and Spanish backgrounds. Part II examines highlights of the evaluation by the school board of time spent and duties performed by 17 workers during a 3-month period and during a 1-week interval with 797 individuals or families and 238 groups. Appendices include job descriptions, copies of data collecting instruments, an analysis of entries on individual client and group information sheets, letters of support for the project, and descriptions of six case studies. Descriptors: Bilingual Education, Bilingual Teachers, Elementary Secondary Education, English (Second Language)
(1979). A Multicultural Social Studies Series for C.S.L. Students, Book 2. A multicultural social studies text for junior high school students of Chinese as a second language is presented. This level two text is designed for the Chinese Bilingual Pilot Program sponsored through the Elementary and Secondary Education Act, Title VII. The book consists of 25 lessons with no more than 50 characters each. Each lesson has a list of terms in both Chinese and English, vocabulary, and exercises. Answers to the exercises and a bilingual glossary are included. Lessons cover the following: Asia, monsoon, Malaysia, Borneo, Asian countries, caste in India, the women of Asia, Confucius, "soul" in Japanese, law in old China, Japan, the changing world in India, farming in China today, school days in China, acupuncture, Han Fei Tzu, Siddhartha Gautama, Gandhi, Mao Tse-tung, food or famine, changes in Chinese farming, poverty, the Olympic games, and success. The text is designed to be used along with the "World Studies Inquiry Series: Asia" and a "Multicultural Social Studies Series: Asia." Descriptors: Asian Studies, Bilingual Education, Chinese, Chinese Culture
(1979). ESEA Title VII, Program for Achievements in Chinese, English and Spanish (PACES). Interim Report, 1978-79. The primary goals of the Program for Achievement in Chinese and English and Spanish was to provide for the special linguistic, academic, and cultural needs of Chinese and Spanish speaking students in grades seven, eight, and nine. Program activities capitalized on students' native language proficiency while they developed competency in English. Program components included instructional activities, staff development, parent and community involvement, and curriculum and resource center development. Evaluation of the program was completed through the use of pre/posttest student achievement data and questionnaires completed by teachers. Questionnaire findings indicated that the staff development component was successful. Achievement test data indicated inconsistent attainment of goals in both Chinese-English and Spanish-English components across all grade levels. Recommendations for future program implementation are included. Descriptors: Academic Achievement, Bilingual Education, Chinese, English (Second Language)
(1978). Title VII ESEA and "Lau v. Nichols" Compliance: Towards an Articulated Approach. Draft. The Supreme Court's decision in "Lau v. Nichols," Title VII of the Elementary and Secondary Education Act, and other related federal legislation are all directed toward promotion of equal educational opportunity for children whose primary language is not English. These efforts are not well-coordinated by the federal agencies charged with overseeing bilingual educational opportunity programs, which are rarely either well-defined or well-monitored. A coordinated effort must be structured and jurisdiction assigned to appropriate agencies before the final details of an articulated program of cooperation can be worked out. First, funding sources should be connected under a single official, so that the various efforts are no longer seen as mere additions to other programs. Second, funding eligibility criteria relating to the "Lau" decision should be developed for districts seeking Title VII funds. Third, some requirements for receiving funds should be placed on the states. Fourth, federally funded bilingual resource centers should be more closely regulated and coordinated. Finally, clear, definitive guidelines for compliance with the "Lau" decision, taking into account types of assistance available, should be established and resources for monitoring and enforcement provided. [More] Descriptors: Bilingual Education, Civil Rights, Court Litigation, Educational Policy
(1978). The Well of Time. Teacher's Handbook. This handbook, designed to accompany the anthology of the same name, contains: (1) a questionnaire to evaluate a student's exposure to the stories, and the insights acquired or developed by the student, which have relevance to his or her bilingual/multicultural background; (2) a self-evaluation check-list for the teacher of the short story; (3) "In the Workshop of Time and Tide," by N.V.M. Gonzalez, a brief introduction to the Filipino storyteller's art in general and the Philippine short story in particular; (4) "The Brother, the Grandfather, and the Maid: Three Readings," and an explication of them, intended to serve as models of what a teacher can do to further the development of the student's discovery skills through the study of fiction; and (5) study guides for the 18 stories in the student's anthology. [More] Descriptors: Biculturalism, Bilingual Education, Cultural Activities, Cultural Awareness
(1979). Final Evaluation of Project Aprende, 1978-79. School District #6 ESEA Title VII Program. Project Aprende is an Elementary and Secondary Education Act Title VII bilingual-bicultural program established in three junior high schools in New York City. The program is intended to supplement and enrich basic tax levy bilingual instructional programs. The program includes five components: bilingual-bicultural instruction in reading, language arts, and selected content areas; a bilingual guidance program; a staff development program; a curriculum development project; and a parent involvement and education program. The program services a limited English speaking group of children and a group of non-Hispanics whose parents expressed an interest in having their children study Spanish as a second language. Students receive content area instruction in their native language and instruction in their second language depending upon need. Subjects such as art, music, and physical education are conducted bilingually. Program evaluation was completed employing classroom observation, questionnaires and pre/postest achievement measures. Data indicated that Project Aprende is functioning as intended. Recommendations are made for improvement of the basically sound program. Descriptors: Bilingual Education, Cross Cultural Training, Junior High Schools, Language Dominance