Chun, Judith, Ed. (1979). Second Language Acquisition Notes and Topics, Vol. 9, No. 2. This edition of a newsletter for second language researchers and teachers features an article by Lars Henric Ekstrand, "Report on Organization and Research in Programs of Bilingual and Bicultural Adaptation in Sweden." Programs of instruction in Swedish for immigrant adults and children, including teacher training policies, are described. Second language research projects in progress in Sweden are sketched. Also in this issue are: (1) reports from various second language conferences, (2) a brief report by Thomas Scovel on English as a foreign language in China, and (3) a listing of upcoming conferences and institutes on second language learning. Descriptors: Adult Education, Bilingual Education, Elementary Secondary Education, English (Second Language)

Clark, Donald L.; And Others (1977). Bilingualism and Vocational Concept Learning. A Study of the Acquisition of Vocational Concepts by Bilingual Students in Vocational Education Programs. Final Report. This document reports the outcomes of a research project which investigated the effects of bilingualism on vocational concept formation. It focuses more on the broad application of the research than on the technical presentation and analysis of the data. The report is divided into five principal chapters: (1) bilingualism and vocational education, (2) a review of concept learning, (3) procedures used in the study, (4) presentation of the findings, and (5) application of the study. Chapter 1 includes a discussion concerning education and the Mexican-American community in Texas. Chapter 2 discusses such topics as concept learning in the classroom and variables affecting concept learning (learner and learning situation characteristics). Teaching concept formats are presented in chapter 3, such as lesson plans, development of instructional materials, tests, and translation of materials from English to Spanish. Chapter 4, results of the study, includes data tables and explanations of sub-studies within the main project. The application and implications of the data presented in chapter 4 are discussed in chapter 5. A list of references and vocabulary words are included in the report along with appended materials used in the study: visuals, test instruments, and scripts for instructional materials (English and Spanish versions).   [More]  Descriptors: Bilingual Education, Concept Teaching, Educational Research, Instructional Materials

Scott, Elois M. Skeen (1979). Buffalo Public Schools Spanish-English Program Evaluation 1976-1977. Interview questions asked of bilingual personnel, building principals, and regular classroom teachers regarding the effectiveness of the program are listed, and their responses are discussed. Topics addressed include student selection and eligibility requirements, bilingual teacher aide and social worker helpfulness, teacher cooperation, inservice program usefulness, instructional materials, parent participation, and recommendations for program improvement. Additional observations are outlined and specific strategies for improving the effectiveness of the program are recommended. A summary concludes that the program has been successful and should be continued. Descriptors: Administrator Attitudes, Admission Criteria, Bilingual Education, Bilingual Teacher Aides

Verdoodt, Albert (1969). L'universite bilingue (The Bilingual University). A noticeable trend in higher education is the development of the bilingual university. This study considers a university bilingual if it satisfies one element in the following definition: (1) all courses are given in both languages; (2) a part of the program is in both languages; or (3) all students are required to take some courses in one language and some in the other language. Questionnaires were sent to 222 universities that satisfied the definition. The 105 universities responding to the questionnaire were organized according to the following categories: (1) organized bilingual institutions, that is, those having a person in charge of the organization of bilingualism and requiring all students to know both languages; (2) "de facto" bilingual institutions, or those which require knowledge of both languages even though no one is in charge of the bilingualism; (3) unilateral bilingual institutions in which the majority of the courses are given in the language of one of the groups whose members can then easily not become bilingual; and (4) bilingual institutions comprised of "two solitudes" in which there is little contact between the two linguistic groups. Of the four types, the first one is in the minority with ten universities represented. Two appendices provide the questionnaires and a list of the universities in each category.   [More]  Descriptors: Bilingual Education, Bilingualism, College Administration, College Language Programs

Zierer, Ernesto, Comp. (1977). Second-Language Teaching in a Plurilingual Context. This conference report of a UNESCO meeting concerns the aspects that are essential in planning and implementing a second language teaching program in a plurilingual context. The relevance of the following kinds of factors are described: (1) the variety of plurilingual contexts; (2) the specific didactic components of teaching a second language in such contexts; (3) the designing, organizing and implementing of a program in accordance with the type of plurilingual context; and (4) the special teacher qualities. Primary and secondary level programs, kindergarten programs, college level programs, and adult education programs are considered. The term "plurilingual context" refers to a situation where people of different native language backgrounds communicate and also conveys the meaning of the term "bilingual." To illustrate different kinds of plurilingual contexts, a variety of situations of home-language(s) versus school-language(s) are described. A systems approach for elaborating a didactic model for a second language teaching program for a plurilingual context is suggested. Descriptors: Adult Education, Bilingual Education, Bilingualism, Conference Reports

McCoy, Terry; And Others (1975). Communicative Competence, Speech Acts and Discourse Analysis. Three papers intended as preliminary studies to bilingual professional curriculum development are included. "Speech Acts and Discourse Analysis," by Terry McCoy, represents an introduction to discourse analysis as a tool for the language teacher. The notion of a typology of speech acts is set forth, and models of discourse analysis by Sinclair/Coulthard and Candlin are discussed. In "Developing the Ability to Communicate in Work Situations," Giles Bilodeau discusses the relationship between linguistic competence and communicative competence. The goal of occupational language training for professionals is deemed to be the ability to handle office situations in a second language with the same ease as in the first language. The development of such competence is outlined in a structured series of considerations and recommended class activities. Finally, in "Approximative Systems, Communicative Competence and the Speaker's Freedom," Michel Lange deals with the instructional implications of approximative systems used by learners. Constraints on the speaker's freedom that are related to linguistic competence, error acceptability, and sociocultural factors are discussed. Descriptors: Adult Education, Bilingual Education, Class Activities, Communicative Competence (Languages)

Kashima, Tetsuden (1979). Washington's Asian American Studies: Today and Tomorrow. An overview of Asian American studies in the State of Washington is provided in this report. Statistics on the number of Asian students in Washington's schools are used to illustrate the need for Asian American courses at all educational levels. The results of three questionnaires which were distributed to obtain information about respondents' opinions/perceptions of Asian American studies at his or her institution and information about Asian American course offerings and Asian American or related programs are summarized. The responses described came from educators and students in elementary and secondary schools, community colleges, and institutions of higher education. Brief descriptions of multicultural and bilingual courses or programs offered at the various institutions surveyed are also included. It is emphasized that existing programs are too few in number and too limited in scope to meet the needs of the State's Asian American population. Descriptors: Administrator Attitudes, Asian Americans, Bilingual Education, Colleges

Peterson, Rosemary (1979). Beginning Reading In ECE and the Bilingual Classroom. A rationale for teaching beginning reading from a learning theory perspective that is compatible with Jean Piaget's theory of cognitive development is presented in this paper. The model offered is based on a linguistic analysis and on current research. The logical thinking skills characteristic of each stage of development proposed by Piagetian theory are related to the model and contrasted with cognitive-based approaches to beginning reading. The continuing public concern for teaching the basic skills is discussed in terms of the three types of knowledge described by Piaget. The paper notes that current research with learning handicapped and culturally different children stresses the importance of differentiating decoding from those tasks appropriately labeled developmental. It concludes with suggestions for applications of these principles to beginning reading, remedial reading, and the bilingual classroom. Descriptors: Associative Learning, Beginning Reading, Bilingual Education, Cognitive Processes

Cunningham, Dorothy, Comp. (1979). Preschool Curriculum: A Child Centered Curriculum of Concepts and Activities Including All of the CDA Functional Areas–Bi-lingual and Home Activities. This preschool resource curriculum, intended for use in a Head Start center, was written to correspond with a work plan and curriculum for children 3 to 5 years of age. The units included in the curriculum guide are aimed at integrating growth experiences with the learning of basic skills. Each of the 16 units contains material related to each of the CDA functional areas, as well as bilingual activities, and emphasis is given to affective as well as cognitive activities. Activities provided are intended for use with small and large groups. Each unit provides cultural activities to promote pride in ethnic background and race. Most units include suggestions for activities that children can do at home with their parents plus references to resources such as books, records and films, many available in Spanish. Names of units included are: About Me; Nursery Rhymes; The Senses; Plants; Transportation; Children of Other Lands; Birds, Spiders, Insects and Worms; Community Helpers; Animals; The Farm; Circus; Sea Life; Seasons; Holidays; Free Play; and Pre-Writing. In addition to activities, most units include preassessment and postassessment materials and general unit objectives. Descriptors: Basic Skills, Bilingual Education, Class Activities, Cognitive Development

Kotesky, Arturo A. (1979). Implementing College Regular Vocational Programs into a Bilingual Mode– Two Instructional Design Models in Operation. Prepared as a handout for a poster session at the 1979 convention of the Association for Educational Communications and Technology, this set of materials includes descriptions of the Bilingual Access Programs at Elgin Community College, a general systems approach for bilingual access programs and Vocational English as a Second Language (VESL) materials, a bilingual access instructional delivery system, an instructional design model for developing bilingual access support materials, and an instructional design model for developing ESL/VESL components (two sequential models). Also included are a sample of instructional analysis sheets, a sample list of Spanish/bilingual instructional aids, a sequence of milestones within the bilingual access instructional design process, a list of programs to be implemented in a bilingual mode, a sample of bilingual learning aids, and a sample of a VESL lesson. Descriptors: Bilingual Education, Educational Media, Educational Resources, English (Second Language)

Tilis, Howard S.; And Others (1979). An Evaluation of the PSEN Reading and Bilingual Program 1978-79. The District 6 program for Pupils with Special Educational Needs (PSEN) was designed to provide (1) supplementary reading instruction to English speakers, and (2) bilingual instruction and reading skills, including English as a Second Language (ESL), to Spanish and Greek speakers. A total of 3,856 kindergarten through third grade children and 227 fourth through eighth graders were served by the program. In the reading component, small group and individualized instruction were provided to children deficient in reading skills, following a sequential diagnostic/prescriptive model. The bilingual component of the PSEN program was designed to improve the Spanish or Greek of participants through reading instruction in the child's native language, as well as to improve the child's English language proficiency. The evaluation design for the District 6 PSEN program specified both process and product evaluation, and focused on the degree to which program objectives were being implemented. Results of the evaluation are presented in this report. Included are reading achievement data, information on staffing and instructional practices, and data acquired through observations and interviews focusing on teacher, paraprofessional, and administrator attitudes toward the program. Recommendations for improving the program are offered regarding bilingual instructional guidelines, diagnostic testing, and the utilization of ESL materials. Descriptors: Academic Achievement, Bilingual Education, Diagnostic Teaching, Elementary Education

Bureau of Indian Affairs (Dept. of Interior), Phoenix, AZ. (1979). Attacking Educational Deficiencies Through Special Projects–A Report of the ESEA Titled Programs FY 1979. This digest is written to provide quick access to information about the Titled programs carried out under the Elementary and Secondary Education Act in the Navajo Area by the Chinle Agency, the Eastern Navajo Agency, the Ft. Defiance Agency, the Shiprock Agency, and the Western Navajo Agency. The information was obtained from the approved projects for FY 1979 prior to the effective date of any amendments or modifications. The report is organized into separate sections for Titles I, IV, and VII. Title I comprises by far the major portion of the report, representing 59 operating projects. The projects are reported by schools alphabetically under the 5 agencies that comprise the Navajo Area. Data provided includes school name, academic deficiency, number of target students, grade levels, budget, and program services. Also provided are staffing patterns for the Navajo Area and each agency, fiscal data, and a statistical summary for FY 1979. Most projects emphasize language arts (especially bilingual services), reading, mathematics, or special education, while program services include individualized instruction, use of teacher aides, and learning and resource centers. Project budgets range from $0 to $200,210. Educators may find this report helpful in comparing programs and planning future activities.   [More]  Descriptors: American Indian Education, Bilingual Education, Boarding Schools, Educational Programs

Rice, William K., Jr.; And Others (1980). The Functional Language Assessment: A Short Test of English Proficiency. The Functional Language Assessment (FLA) is a screening test which, when used in combination with teacher ratings and English achievement test scores, helps identify students, aged 5 through 13 from non-English speaking backgrounds, in need of bilingual programs. The language proficiency test can be administered by school staff who do not speak the student's home language. Three reliability studies indicate that the same observed student behavior will receive similar ratings from testers and that students will perform similarly on a test-retest. Factor analysis indicates two factors which remain stable across different populations: the ability to produce oral English and the ability to understand oral English. The test is inexpensive, needs no special equipment or specialized personnel, and can be administered to any child regardless of home background or age. Descriptors: Bilingual Education, Bilingual Students, Cutting Scores, Elementary Education

Cyr, Marguerite (1977). Memoires d'une famille acadienne de Van Buren, Maine (Memoirs of an Acadian Family of Van Buren, Maine). These memoirs of an Acadian family present aspects of the cultural history of the Acadians in the St. John River Valley in Maine. The six chapters deal with the following topics: (1) a brief history of the land and the people; (2) the chronicles of a large Acadian family from the time of the arrival of their ancestors from France until the present; (3) the liturgical year in the parish of St. Bruno around the year 1900; (4) "la cuisine," a collection of old family recipes; (5) a description of traditional games and amusements; and (6) a "pot pourri" of tales, customs, proverbs, songs and old remedies. The text is largely made up of personal memoirs, excerpts from diaries, original historical, legal, and ecclesiastical documents, family photographs, drawings, poems, and excerpts from Acadian and American folklore. Descriptors: Bilingual Education, Books, Chronicles, Cultural Awareness

Cole, Glory; And Others (1978). ML-PAT. Mohawk Language Picture Association Test. This picture association test booklet for the Mohawk language has two parts. Part One contains 10 questions and Part Two contains 40 questions. Each item consists of a word in Mohawk and a number of drawing from which the learner is to choose the correct one that represents the word. Descriptors: American Indian Education, American Indian Languages, Association Measures, Association (Psychology)