This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Kenneth A. Martinez, Joseph Leo Paul Andre Lamarre, Helen Strong, Florence M. Brawer, Robert Sung, Katherine Peter, Vera Kaneshiro, Reeve Love, Edna A. MacLean, and Susan B. Adams.
(1979). A Project to Provide Teacher Training and Resources for Vocational Educators of Limited English-Speaking Students: An Assessment of Needs, Programs and Instructional Resources. Final Report. A project was conducted to (1) inform Kentucky educators of the need for English as a second language (ESL) and bilingual or ESL vocational programs in order to provide equal educational opportunities for students of limited English-speaking ability (LESA); (2) provide teacher training in ESL and bilingual/vocational ESL to interested educators; and (3) establish an information and resource dissemination center to provide educators with information regarding teacher training. In order to achieve these objectives, project staff carried out the following activities: provision of five regional workshops for educators of LESA students; dissemination of four newsletters for educators of LESA students throughout Kentucky; provision of a state conference for educators of LESA students; update of a comprehensive bibliography of vocational materials for LESA students; and provision of free material loan service for these educators. The project yielded the following products: an established resource and technical assistance center to aid educators of LESA students; a bibliography of vocational education materials; and two teacher-training models. [More] Descriptors: Bilingual Education, English Curriculum, English (Second Language), Equal Education
(1975). Ayumiim Ungipaghaatangi, IV (Stories of Long Ago, IV). This reader contains five traditional stories in St. Lawrence Island Yupik, and is intended for use in advanced levels of reading instruction. The book is part of a series of Siberian Yupik reading materials. [More] Descriptors: Alaska Natives, Bilingual Education, Childrens Literature, Cultural Education
(1978). Fa Keih Reading Series. Book 1. This is the first of a reading series designed primarily for students who are interested in continuing to learn Chinese in a Chinese bilingual program at the secondary level. It follows "The Golden Mountain Reading Series" developed for students in the elementary grades. Each lesson contains the following elements: vocabulary, explanations, idioms, questions for discussion, and exercises on structure and usage of words and phrases. Also included are exercises to distinguish synonyms, antonyms, homonyms, and classifiers. The reading selections are taken from Chinese literature, both classical and contemproary. The topics covered in the reading selections include the introduction and appreciation of writing styles, practical wirtings, translations, student's writings, newspaper articles, and essays written by Chinese Americans. The series was developed around the interests and experiences of the students for whom it was intended. In addition to objectives directly connected with language skills, cultural and affective objectives of the series are stated. Descriptors: Bilingual Education, Chinese, Chinese Culture, Cultural Education
(1978). Fa Keih Reading Series. Teacher's Guide, Book 1. This Teacher's Guide is intended to accompany Book One of the series which is designed primarily for students who are interested in continuing to learn Chinese in a Chinese bilingual pilot program at the secondary level. For each lesson, the guide includes the following: (1) an introduction to the writer; (2) a summary of the lesson; (3) a description of the author's writing style; (4) answers to exercises; (5) suggestions for teaching the lesson; and (6) other pertinent information. The objectives of the series include cultural and affective objectives as well as those directly connected with learning language skills. Descriptors: Bilingual Education, Chinese, Chinese Culture, Cultural Education
(1975). Shahnyaati' Tr'iinin Nilii Dai' (Shahnyaati's Childhood). This illustrated reader is geared toward students with an intermediate level of proficiency in Gwich'in Athapascan. It consists of a story about a child's life in the old days. [More] Descriptors: Alaska Natives, American Indian Languages, Athapascan Languages, Bilingual Education
(1974). Savaaksrat I (Workbook I). This primary-level workbook is part of a series of materials developed for beginning reading instruction in Barrow Inupiaq. It is designed to accompany the reader entitled "Suva Una," also in the series. Each page consists of an illustration from "Suva Una" and lined spaces for writing exercises. Descriptors: Alaska Natives, American Indian Languages, Athapascan Languages, Bilingual Education
(1975). Ayumiim Ungipaghaatangi, III (Stories of Long Ago, III). This reader contains three traditional stories in St. Lawrence Island Yupik, and is intended for use in advanced levels of reading instruction. The book is part of a series of Siberian Yupik reading materials. [More] Descriptors: Alaska Natives, Bilingual Education, Childrens Literature, Cultural Education
(1978). Yo Estoy Bien, Tu Estas Bien: An Introduction to TA in the Bilingual Classroom. This study presents a rationale for working with the principles of transactional analysis (TA) in the bilingual/bicultural classroom, particularly to develop the child's self-concept. The two basic premises of TA are that all human beings have a fundamental worth that is neither increased nor decreased by anything they may do or refrain from doing, and that we are responsible to a great extent for choosing our own feelings and for deciding how to act upon them. The implications of these premises for the bilingual classroom are enormous: if a child's self-concept is consistently eroded by early and continued academic failure, if the language spoken by those he loves most is treated as a second-rate idiom, and if his home culture is denigrated or ignored, the conclusions that child comes to regarding his essential worth may not be positive ones. The objectives of applying the principles of TA to the bilingual classroom include providing a nurturing environment where "positive strokes" are freely given and received by all students and by the teacher; facilitating communication by teaching new communications skills; and giving students tools they can use in taking responsibility for their own actions and reactions and stopping inappropriate reactions. When these objectives are met, student self-concept is enhanced and learning can take place more readily, pleasurably, and effectively. [More] Descriptors: Bilingual Education, Bilingual Students, Classroom Techniques, Identification (Psychology)
(1976). Agnagiinniqpik (Am I Beautiful)?. This is a brief, illustrated story in Kobuk Inupiaq, intended for reading instruction on the intermediate level. It is part of a series designed for reading instruction in Kobuk Inupiaq. [More] Descriptors: Alaska Natives, American Indian Languages, Athapascan Languages, Bilingual Education
(1977). Suva Una? (What Is It Doing?). This primary level reader is part of a series of materials developed for beginning reading instruction in Barrow Inupiaq. Each page consists of a drawing and brief text. It is a revision of an earlier version of the same title. [More] Descriptors: Alaska Natives, American Indian Languages, Athapascan Languages, Bilingual Education
(1977). Evaluation of the Bilingual (English-Ukrainian) Program 1976-77. A partial immersion bilingual (English-Ukrainian) program which included Grades 1 to 3 was examined to determine: (1) the program students' achievement in mathematics, English and Ijrainian; (2) the attitudes of parents and program personnel toward the program; (3) the program students' level of cognitive development; and (4) reasons students left the program. Six tests of cognitive and linguistic development were individually administered to 12 children in regular classes, 12 fluently bilingual program children and 12 nonfluent program children in grades 1 and 3. The performance of the nonfluent bilingual program first and third grade children was similar to that of the regular students on five of the tasks. On the sixth, the Semantic-Phonetic Preference test, the first grade nonfluent bilingual children made fewer semantic choices. The fluently bilingual children in both grades 1 and 3 were better able to analyze ambiguities in sentence structure than either the nonfluent bilinguals or the regular students. On the other five tasks, there was no significant difference between the fluent bilinguals and the other two groups. In general, the majority of the teachers and administrators thought the program objectives were appropriate, considered the program a success, and wished to see it continue. Parent attitudes were also positive. Descriptors: Academic Achievement, Bilingual Education, Bilingual Students, English Curriculum
(1979). Overview of Four Bilingual-Bicultural CDA Training Programs and Two Bilingual-Bicultural CDA Trainer Programs. This manual describes Bilingual-Bicultural Child Development Associate (CDA) Training and Trainer pilot programs. Chapter I introduces both CDA Bilingual-Bicultural programs and the Head Start strategy for Spanish-speaking children. Chapter II contains a brief description of CDA training. Differences between bilingual-bicultural CDA training and regular CDA training are also discussed. Chapter III contains an overview of the four bilingual-bicultural CDA training pilot projects and the materials that were produced by each. Chapter IV presents an overview of the two bilingual-bicultural CDA trainer pilot programs and materials. Appendices A and B contain detailed descriptions of the products of the training and trainer pilot programs discussed in Chapters III and IV. Sources for obtaining the training models and instructional modules are listed. Descriptors: Bilingual Education, Child Caregivers, Competency Based Teacher Education, Early Childhood Education
(1979). Trends in Ethnic Enrollments. Junior College Resource Review. Some of the issues relating to ethnic enrollments in community and junior colleges are discussed in terms of the recent literature on recruitment, access, finances, effects, and, to a lesser extent, in terms of the development of special programs and curriculums for special students. Brief summaries are provided of reports focusing on practical and financial aspects of recruiting students, program evaluations, and of descriptions of bilingual programs. Allusions are made to general reports providing information on program development, questions of bias, the assessment of student populations in terms of ethnicity, descriptions of methods of recruiting and retaining minority faculty, and reviews of court cases relating to Title IV of the Civil Rights Act of 1964. A bibliography listing the ERIC documents cited in this review is included. [More] Descriptors: Bilingual Education, Community Colleges, Enrollment Trends, Ethnic Groups
(1976). An Analysis of Oral Language Readiness for Reading of Selected Canadian Second-Grade Students in French and English Monolingual and Bilingual Programs. This study assessed oral language readiness for reading of second-grade students in French and English monolingual and bilingual programs in Canada. The 220 students enrolled in French monolingual, English monolingual, immersion bilingual (90/10) and balanced bilingual (50/50) programs were tested with the Boehm Test of Basic Concepts and the Oral P/S Language Inventory. Conclusions reached indicate that there is a small relationship between monolingualism and bilingualism and the ability to respond paradigmatically on a free-association test. Program language status accounts for 5 to 25% of the variation. The orientation of students in this study was basically syntagmatic, suggesting that they were unable to comprehend or assimilate much of the work in their typical school work, since, for successful communication, paradigmatic-type responses are needed. Descriptors: Bilingual Education, Bilingual Students, Doctoral Dissertations, English
(1977). Irish Language Promotion: Potentials and Constraints. Occasional Paper No. 1. This paper provides a summary of the proceedings of a public lecture and a seminar conducted by William F. Mackey, on "Options for Language Promotion by Means of the Education System" and "Implications of Bilingualism," including the question and answer sessions. Part one, summarizing the lecture, discusses the role of the educational system, the use of Irish in the community, and the attitudes of the public. Part two, summarizing the seminar, discusses what state institutions, other agencies, and individuals can do to promote the use of Irish. It is felt that while two thirds of the population wish to see at least as much Irish in use as English, this cannot become a reality unless skills are improved and maintained, and that this cannot be done until there is some agreement on how the survival of the Irish language can be ensured. Descriptors: Bilingual Education, Bilingualism, Educational Policy, Language Attitudes