This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Xavier Sosa, Aaron Arce, Pete Bobby, Juan Sauvageau, Hilary Tovey, Ruddie A. Irizarry, Newark Essex County Coll., Margaret M. van Naerssen, Eugene Ewanyshyn, and Leonard Fierro.
(1977). U.S. History: A Vietnamese Supplement. A High-School Bilingual Handbook for the Vietnamese Student. Indochinese High-School Supplements. This handbook in United States history is one of a series of handbooks designed for the Indochinese student in American high schools. Like the other books in the series, it is not intended to replace the English-language textbook, but is designed to help the student understand the textbook. The material presented was compiled and adapted from high school texts so that the terms and concepts would be applicable to standard secondary textbooks. The handbook is composed of two parts: (1) basic concepts; and (2) a glossary of technical terms. The first part contains brief "lessons" pertaining to the subject area and provides key concepts in summary form. Preceding the Vietnamese lessons is an outline in English which is meant to serve as a content guide for the teacher. Descriptors: Academic Education, American History, Bilingual Education, English (Second Language)
(1978). Teaching an Algonkian Language as a Second Language: A Core Program for Kindergarten. Ten units of kindergarten language instruction are presented in English, as a course guide for teachers who are expected to use only an Algonkian language in the classroom. The units, which are thematically titled (e.g. "Let's Eat Together"), cover two to four weeks' teaching time each. Classroom activities involve a variety of realia. Parallel to the list of activities is a guide to the grammatical or lexical principle each activity is intended to rehearse. Several "talking books" with tape scripts, as well as noun and verb charts, are appended as realia for specific units. Descriptors: American Indian Education, American Indian Languages, Audiovisual Aids, Bilingual Education
(1978). K'qizaghetnu Ht'ana (Stories from Lime Village). A cross section of Athabascan life as related by eight inhabitants of Lime Village, Alaska, is given in this document. The short narratives are printed in English and in Dena'ina. Illustrations accompany the text. The stories tell of making eagle feather robes, birchbark or mooseskin boats, a raincoat from black bear intestines, and boots from fish skins. Another story describes how to make a birch bark basket and then brew tea in it by dropping hot stones into the water. A recipe for Indian ice cream includes such ingredients as cooked salmon, moose grease, berries and sugar. Fishing methods include blackfish traps, dipnets, spears for whitefish, and nets for salmon. Wormwood soaks and hot packs are listed as native remedies for blood poisoning, with blackberry tea as a cure for stomach ache or constipation, and red currant bark tea as an aid for those with tuberculosis. The stories also tell of hunting sheep, seals, mountain squirrels, ducks, and black bear. Descriptors: Alaska Natives, American Indian Languages, Athapascan Languages, Bilingual Education
(1978). Language Policy and Socioeconomic Development in Ireland. Occasional Paper 4. This report, based on the materials used by the Committee on Irish Language Attitudes Research, describes the relations between language policy and socioeconomic development in the Republic of Ireland. Their contribution to central state planning in the maintenance and extension of Irish since attainment of political independence in 1922 is discussed. Topics discussed include community maintenance of language in Irish speaking areas, generating ability in Irish through the education system, education, and the relationship between Irish and social mobility. Descriptors: Bilingual Education, Community Role, Government Role, Language Ability
(1979). A Pan-Pacific Samoan Population/Language Dominance Survey. Population and language dominance data were gathered on Samoans from New Zealand to the West Coast of the United States, in order to assist educational programs in coordinating the development of classroom and teacher training materials and programs for Samoan students. It is hoped that by pinpointing locations where Samoans are most likely to be found in concentrations and by providing some Samoan population and language dominance totals, two objectives will be met: school districts and programs aimed at serving Samoans will be better able to initiate contacts for sharing ideas and materials, thus avoiding unnecessary duplication of efforts; and a more sophisticated approach will be taken by educational planners and materials disseminators towards meeting the educational needs of Samoan students across the Pacific. The geographical areas included are American Samoa, Western Samoa, New Zealand, Oregon, Washington, California, and Hawaii. In each area the totals may seem relatively small, but combined they represent a large population. In the discussion of data special problems and considerations are raised regarding the educational implications of the data. Appendices describe some educational programs aimed at serving Samoan students, and a data collection effort implemented by Hawaii. [More] Descriptors: Bilingual Education, Bilingualism, Census Figures, Educational Needs
(1979). The Analysis of Technical Validity and Reliability in Bilingual Language Assessment Instruments: The Language Assignment Umpire (L.A.U.) Language Dominance Test. Techniques for assessing test validity and reliability are applied to an analysis of an unpublished test, in order to familiarize test users in local bilingual programs with the technical evidence that should be available for instruments of potential use in placing limited English-speaking students. The instrument studied, the Language Assignment Umpire (L.A.U.), is designed to identify language dominance by means of four oral tasks of sentence memory, synonyms, antonyms, and digit-reversal. The validity of the L.A.U. is considered in determining language proficiency as well as language dominance. Lexical difficulty and counts of phonemes, syllables, words, and morphemes are examined for a linguistic analysis of the L.A.U. The sentence memory task is examined for the syntactic complexity of its items. Statistical analyses are reported for a variety of correlations at both the intra-test and external criteria levels. A brief discussion is included of the results of a study in which the L.A.U. and other language data were used to determine the effectiveness of the Rochester, New York bilingual program. [More] Descriptors: Bilingual Education, Bilingual Students, Elementary Education, Language Dominance
(1979). John Jay High School Bilingual Program ESEA Title VII. Final Evaluation Report, 1978-1979. The John Jay High School Bilingual Program served 206 New York City Spanish, French, and Italian dominant students and 98 English dominant students in grades 9-12. Non English dominant students received instruction ln English as a Second Language or remedial English. English dominant students participated in the program through Hispanic Art classes. Emphasis in the bilingual program was placed on mainstreaming students to prepare them for full integration with their English dominant peers. Supportive services, home visits, parental involvement activities, and community relations programs formed additional program components. Criterion referenced tests were used to evaluate the effects of the program on student achievement. Evaluative findings indicated that (1) students mastered an average of .6 instructional objectives per month in the area of English as a Second Language, (2) Hispanic students showed significant gains in Spanish reading achievement, and (3) 40-71% of ninth, tenth, and eleventh graders achieved passing grades in mathematics. Bilingual students had average attendance rates of 76-92%. [More] Descriptors: Academic Achievement, Bilingual Education, Criterion Referenced Tests, English (Second Language)
(1978). Evaluation of a Ukrainian-English Bilingual Program, 1976-1977. An evaluation study is presented of a primary grades Ukrainian-English bilingual program. The study focuses on three areas: (1) pupil academic achievement; (2) pupil cultural achievement; and (3) the perceptions of relevant groups concerning the bilingual program. One hundred forty-eight students in grades one, two, and three were matched with control groups on the following variables: grade, sex, age, primary mental ability score, and socio-economic status. The major findings indicated that student achievement in the bilingual program matched that of students in the regular program in English language arts and mathematics. Test results and perceptions of teachers and parents showed that students made significant progress in learning the Ukrainian language and understanding Ukrainian culture. Parents and teachers indicated that program objectives were generally appropriate and were being achieved to a large extent. Teachers expressed a need for further in-service training and for additional curricular and instructional materials. A majority of parents indicated that instruction in Ukrainian should continue beyond the primary level and that some subjects could be taught in that language. A discussion of the implications of the study and suggestions for further research concludes the study. Descriptors: Academic Achievement, Bilingual Education, Bilingualism, Cultural Awareness
(1979). Buffalo Public Schools Spanish-English Program Evaluation 1978-1979. This paper lists the questions asked in interviews with Title I bilingual program teachers and aides. Each question is discussed in terms of interview responses and evaluator observations. Areas considered include student selection and language fluency, classroom management, program coordination, parent and parent advisory council involvement, inservice programs, and teacher/teacher aide satisfaction. Recommendations made by the evaluators concerning program improvement are outlined. Appendices include a summary of the questionnaire distributed to the bilingual personnel, a chart showing the distribution of participants, and samples of forms used in the bilinqual program. Descriptors: Admission Criteria, Bilingual Education, Bilingual Teacher Aides, Bilingual Teachers
(1980). Bilingual Word Processing Curriculum Development Project. Final Report, November 1, 1979, to July 30, 1980. Proyecto de Desarollo Curricular en el Procesamiento de Comunicacion Escrita Bilingue. A project proposed to demonstrate that quality bilingual (Spanish/English) curriculum materials for word processing could be developed. There were six different, yet interrelated elements or stages in this curriculum effort: (1) identification of competencies and materials; (2) translation, adaptation, and development of materials; (3) articulation; (4) application and evaluation; (5) analysis of outcomes; and (6) evaluation of overall effort. The staff of two bilingual curriculum specialists, one coordinator, two consultants, and project director researched, identified, translated, adapted, and developed two bilingual training manuals. They were a student's manual and a teacher's manual. Incorporating the parallel use of English and Spanish throughout the theory review and practice exercises, these products were designed primarily for students who are enrolled in a word processing course utilizing CRT text-editing equipment. Field testing and evaluation of materials were planned for the fall semester, 1980, at Essex County College. Descriptors: Bilingual Education, Curriculum Development, Instructional Materials, Material Development
(1976). Stories That Must Not Die. Volume Three. Local history and legends of spirits appear often in this bilingual Spanish and English collection of 10 Southwest traditional tales, intended to promote interest in bilingual/bicultural programs and to preserve the colorful folklore of the area. Black and white drawings accompany the stories which deal with animals ("A Parrot for Christmas", "An Eye for an Eye"); local history and legend ("The Rangers", "Don Pedrito's Triumph", "The Cuddling Ghost", "The Voice", "A Watch from the World Beyond"); folklore ("The Magical Pears"); and the social problem of drinking ("Not Only One but Two Devils", "I Wanted to See Mama Also"). The English and Spanish non-literal translations of each story appear together, followed by a series of related questions, also in both languages. The Spanish-English vocabulary section which completes the book contains about 30-40 words and cognates per story. The book is the third in a series of four texts. Descriptors: Bilingual Education, Childrens Literature, Cultural Background, Drinking
(1977). Mathematics: A Vietnamese Supplement. A High School Bilingual Handbook for the Vietnamese Student. Indochinese High-School Supplements. This handbook in mathematics is one of a series of handbooks designed for the Indochinese student in American high schools. Like the other books in the series, it is not intended to replace the English-language textbook, but it is designed to help the student understand the textbook. The material presented was compiled and adapted from high school texts so that the terms and concepts would be applicable to standard secondary textbooks. The handbook is composed of two parts: (1) geometry postulates and theorems in both Vietnamese and English; and (2) a glossary of technical terms. Descriptors: Academic Education, Bilingual Education, English (Second Language), Geometric Concepts
(1976). Guidelines for the Formation of the Title VI Lau Steering Committee: Organizational Approach to Develop an Educational Master Plan. Phase II Manual. Two steps in meeting the requirements of Title VI of the Civil Rights Act of 1964 are discussed: the formation and role of a Title VI Lau Steerinq Committee, and the involvement of the community in program implementation. Three models for the selection of steering committee members are presented, and suggested decision-making processes are offered. An outline for a community training and orientation workshop is included. The formation of a community task force is viewed as central to bringing all elements of the educational and wider community together to provide for the educational needs of non- and limited-English-speaking students. Ways to coordinate and occupy the task force are presented. These steps in program implementation are designed to conform with the demands of a specific time line. An introduction to the Lau Center six-phase scheme for full program implementation is included. Descriptors: Bilingual Education, Committees, Community Involvement, Community Role
(1978). Stories That Must Not Die. Volume Four. Fourth in a series of bilingual (Spanish and English) texts intended to promote interest in bilingual/bicultural programs and to preserve the colorful folklore of the Southwest, this text contains 10 traditional tales from the area. Accompanied by black and white illustrations, the tales concern local legends and personalities ("Thunder Ramirez", "In Love With a Dead Man", "Smoke for Christmas"); folklore, especially relating to wedding customs ("The Bride Said No", "Watch Out for Short Cuts", "Nothing but the Shoes", "A Devil in the Well", "The Perfume that Kills", "Crazy but Not as Much as All That"); and animals ("The Jealous Barn Owl"). English and Spanish versions of each story are presented side by side, followed by a series of questions (also in both languages) suggested by the subject matter and directly related to the story. The book ends with a vocabulary and cognate section, listing 30-40 words in both languages for each story. Descriptors: Bilingual Education, Childrens Literature, Cultural Background, Elementary Secondary Education
(1975). ESAA Bilingual/Bicultural Project. 1974-1975 Final Evaluation Report. The 1974-75 Austin Independent School District bilingual/bicultural program was designed as a comprehensive program of bilingual (Spanish and English) education for schools with the highest concentrations of Spanish-dominant Mexican American students. Bicultural instruction was inherent in the program which used both languages for a portion of all the curriculum. On a budget of $271,530 the program served over 1400 elementary students in six schools using 6 1/2 professional staff, 20 teacher aides, and 7 support staff. Students receiving Spanish instruction met objectives regarding acquisition of basic concepts and improved language proficiency, but not Spanish reading skills. Students receiving English instruction met English reading objectives. The program met most objectives regarding staff training, supervision, materials, team teaching, and bilingual aides, but not the important objectives regarding curriculum development and parental involvement. Compared to students not in the program, students in bilingual classes learned more Spanish and as much English. It was recommended that the program be continued at all six schools and be available to all Spanish-dominant students and to those whose parents want them in a bilingual program. Other recommendations were that the position of parental involvement specialist be discontinued and that teacher training emphasize using teacher aides effectively. [More] Descriptors: Bilingual Education, Curriculum Development, Elementary Education, Enrollment