Bibliography: Bilingual Education (page 684 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Rose Kulukhon, Geraldine McDonald, Adelinda Badten, David Rogers, Yiu Man Chan, Matrona Christiansen, Rose Chao, Phil Lamoureux, Beverly McConnell, and Leonard B. Allen.

Kaneshiro, Vera, Ed. (1975). Pangeghtellghet (Visits to Siberia). This reader contains eight stories in St. Lawrence Island Yupik about visits by St. Lawrence Island people to their relatives and friends in Siberia over a quarter of a century ago. The book, which is intended for use in advanced levels of reading instruction, is part of a series of Siberian Yupik reading materials.   [More]  Descriptors: Alaska Natives, Bilingual Education, Childrens Literature, Cultural Education

Christiansen, Matrona; And Others (1977). Alaska Peninsula Alutiiq Workbook. This workbook contains materials for teachers to use in the classroom. An alphabet book, the Pledge of Allegiance, songs, a play, and units on various subjects, such as hunting, picking berries, making a garden, and spring cleaning, are included. The materials are presented in both Alaska Peninsula Alutiiq (Sugpiaq) and English. Descriptors: Alaska Natives, Bilingual Education, Educational Media, Elementary Education

Sih, Paul K. T., Ed.; Allen, Leonard B., Ed. (1976). The Chinese in America. Asia in the Modern World Series, No. l6. In 1965, Congress passed a law making it possible for as many as 20,000 Chinese per year to emigrate to America. Social, economic and cultural problems arose as a result of this decision. The problems in U.S. Chinese communities include: the legal status of the Chinese Americans; how to meet social service and educational needs in Chinatown, New York; and the role of the Catholic Church in Chinese communities. The need for teaching Chinese to Chinese children in American schools is also a matter of concern. In addition to a discussion of these problems, articles on Chinese intellectuals in America, America's debt to Chinese scholarship, and traditionalism and change in a Chinese American community are included. Descriptors: Bilingual Education, Chinese, Chinese Americans, Community Services

Kwok, Irene; Sung, Robert (1978). A Multicultural Social Studies Series. Book 2. Asia. This text is designed for students continuing in the Chinese Bilingual Pilot Program, ESEA Title VII, at the seventh grade level. The text introduces different cultural aspects and general knowledge of Asia, and is divided into twenty-five lessons, having the following headings: Glimpses of Asia; Monsoon; Malaysia; Borneo; Asian Countries; Caste in India; The Women of Asia; Soul in Japanese; Law in Old China; Japan; The Changing World; New Days and Old; School Days in China; The Old and the New in Medicine; Confucius, The Great Philosopher; Han Fei Tzu; Siddhartha Gautama; Gandhi; Peaceful Patriot; A Cry for Change; Food or Famine; Changes in Chinese Farming; Poverty; The Olympic Ideal; Success or Failure. There is a maximum of 200 words per lesson. Each lesson includes main terms listed bilingually, explanations in Chinese, questions for discussion, and follow-up activities. Answers to questions are located in the back of the book. Descriptors: Asian History, Asian Studies, Bilingual Education, Chinese

Slwooko, Grace (1977). Qateperewaaghmeng Aatkaqelghii Yuuk (The Man Dressed in White). A traditional story in St. Lawrence Island Yupik is presented. The book is intended for use in advanced levels of reading instruction and is part of a series of Siberian Yupik reading materials. Descriptors: Alaska Natives, Bilingual Education, Childrens Literature, Cultural Education

McConnell, Beverly (1978). Training Migrant Paraprofessionals in Bilingual Mini Head Start. Interim Evaluation 1977-78 Program Year. Evaluation of Progress No. 12 in a Series. An early education program for preschool and elementary age migrant children up through third grade, the program operates year-round sites at Connell and Moses Lake, Washington and at La Grulla, Texas designed to meet the needs of bilingual migrant children. The program aims to overcome the need for some continuity in the child's educational experience. A mobile component of the Texas site operates from April through October in temporary locations as the children move to northern work sites in the migrant stream. The program consists of five components: instruction, training, community-parent involvement, materials development, and management. Curriculum materials which can be taught effectively by migrant adults with limited academic background and no previous teaching experience have been adapted. These curriculum materials can be individualized so that a child can proceed at his own pace dictated in part by the interruptions that go with the occupational needs of migrant parents. The paraprofessional teachers function as teachers working directly with children with only limited supervision by professional staff. The mid-year evaluation indicates that the program will be meeting most of its objectives during the 1977-78 program year. This report presents the mid-year progress report in two parts. Part I gives an historical perspective: the evolution of the program from the original need to the development of the curriculum and training model. Part II reports on the current progress for each program component. Descriptors: Bilingual Education, Community Involvement, Early Childhood Education, Formative Evaluation

Lamoureux, Phil; Jones, James (1977). Cooperation for Bilingualism in Education: The Federal-Provincial Program, Alberta Modern Language Journal. The implementation of the Federal-Provincial Program of Cooperation for Bilingualism in Education, in 1970, in Canada, has resulted in a number of myths regarding the amount and the utilization of monies available through the program. The intent of this document is to provide information about the facets of this program that impinge on the area of basic education, that is, from Early Childhood Services to the end of twelfth grade. The two basic objectives of the federal-provincial program are to provide: (1) an increased opportunity for Canadians of the majority official language group in each province to acquire a knowledge of their second language, and (2) an increased opportunity for Canadians of the minority official language group to be educated in their own language. The information in this document concerns the province of Alberta and the improvement of French language programs. The two basic sources of funding, payments and special projects, are described. Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Bilingualism

Slwooko, Grace; Kulukhon, Rose (1975). Ayumiim Ungipaghaatangi, II (Stories of Long Ago, II). This reader contains two 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. Descriptors: Alaska Natives, Bilingual Education, Childrens Literature, Cultural Education

Chao, Rose; Sung, Betty Lee (1977). Chinese Immigrant Children. Preliminary Report. Monograph No. 5. This is a comparative study of Chinese elementary school children who are recent immigrants to the United States. The purpose of the study is to investigate the adjustment process of these children in the school, in the home, and in the community. The findings are based primarily upon first hand observations, interviews, and the researchers' knowledge about the community. Contrasts are drawn between the life style of Chinese families in Chinatown and those living in Elmhurst, Queens. The financial hardship of the immigration experience is described as being particularly severe for the Chinatown residents. Family problems of Chinese Americans are also described. The issue of language problems and bilingualism in the schools is addressed. Anecdotal information is provided concerning the experiences of immigrant Chinese children in Queens and Chinatown elementary schools. Detailed experiences, based on interviews with Chinese family members, are used to illustrate specific problem areas. Descriptors: Bilingual Education, Children, Chinese, Chinese Americans

Badten, Adelinda (1972). Ayumiim Ungipaghaatangi, I (Stories of Long Ago, I). 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. Descriptors: Alaska Natives, Bilingual Education, Childrens Literature, Cultural Education

McDonald, Geraldine (1976). A Review of Research and Present Trends in Pre-School Education. A brief historical account of developments in early childhood education in New Zealand is presented as background for a discussion of current research in this area. Five main sources of research in New Zealand, each with a special research style and field of interest are cited: (1) the universities, (2) the Department of Education, (3) women's movements, (4) preschool movements, and (5) the New Zealand Council for Educational Research (NZCER). It is concluded that each of these agencies sees early childhood education and care differently and that those personally involved in the field have generally taken adults as their subjects while others tend to look at children and their treatment. Universities are involved in three typical kinds of research: child development studies, studies of preschools as classrooms and reviews of research literature, with emphasis on early childhood education aimed at individual children. The Department of Education Research and Planning Unit has worked in the area of monitoring and evaluation and viewed early childhood education, in part, in relation to sets of teaching procedures and practices. Women's movements are concerned with how women are coping with care of the young and help the community offers women. The section on preschool movements cites a parent-helping project, a Maori association playcenter project and a teachers' association study on male/female composition of decision-making bodies. The NZCER's Early Childhood Unit is reported to be collaborating with playcenters on a parent helper project and with Maori groups on parent training. Descriptors: Bilingual Education, Cultural Differences, Day Care Centers, Early Childhood Education

Rogers, David (1977). An Inventory of Educational Improvement Efforts in the New York City Public Schools. In this inventory of the main efforts at improvement in the New York City public schools since 1970, there is particular emphasis on activities from 1974 to 1976. Various kinds of programs are discussed including: educational programs; programs within traditional classroom settings and within alternative schools outside; public sector programs; private sector initiated programs; vocational and prevocational programs; bilingual programs; programs for the handicapped; drug prevention programs; early childhood programs directed toward low income students; high school and college collaboration programs; and others. These program descriptions include information on date started, funding, location, emphasis, target population, staffing and changes. Three main techniques of data collection were used: (1) mail questionnaires, (2) personal interviews, and (3) analysis of existing documents. The inventory is organized in terms of four categories of innovation: (1) educational programs for both special target groups and for general purpose innovations, (2) administrative and staffing reforms, (3) political action, advocacy, and consumer rights efforts; and (4) participative school and district based planning. Trends in educational improvement efforts are also discussed. An analysis and assessment of these trends in educational improvement efforts and of recommended reform strategies is provided. There is no index. Descriptors: Bilingual Education, Change Agents, Change Strategies, Cultural Pluralism

Chan, Yiu Man (1977). A Multicultural Social Studies Series for C.S.L. Students. Book 1. Europe. This text is written primarily for students of Chinese as a second language who are continuing in the ESEA Title VII Chinese Bilingual Pilot Program at the secondary level, and introduces different aspects and general knowledge of Europe. The text is divided into twenty-five lessons, having the following headings: European Countries, Class, On the Move, Holland, Europe, Cities, Greece, Rome, Martin Luther, Renaissance, European Buildings, Nations, Colonies, Life in Europe, Industrial Revolution, Science, Rousseau, Women, Karl Marx, Too Many People, Evolution of a Revolution, Germany, East Germany and West Germany, Pollution, and Living. No more than 50 characters are introduced in each lesson. At the end of each lesson, there is a list of terms in both English and Chinese, vocabulary, and exercises. Answers to the exercises are at the back of the book. The text is to be used along with the World Studies Inquiry Series: Europe, and A Multicultural Social Studies Series: Europe. Descriptors: Bilingual Education, Chinese, Cultural Education, European History

Garcia, Eugene E.; And Others (1974). An Early Childhood Parent-Child Centered Bilingual-Bicultural Program. An early childhood education program utilizing mothers as instructors within a bilingual-bicultural format, "La Escuelita" serves 8 to 10 families. Twelve to 15 children, ages 2-3, and their mothers, ages 20-40, are involved in the program which treats their culture and language as important factors. Each child's mother serves as a parent-teacher for 8 hours each week. Each mother develops her own written curriculum guides based on the selected curriculum objectives determined by the parent-teachers and the staff on a biweekly basis. Specific curriculum objectives are to: enhance Spanish and English skills in the audial and oral levels; enhance these skills via a Mexican American format; instill at this early age a level of "cultural pride"; develop social skills. The program is evaluated through pre- and posttests administered to the children, observations of the amount of child participation during the daily teaching exercises, an analysis of Spanish-English occurrences in the classroom, and an assessment of the mothers' individual planning based on a comparison between present and previous daily curriculum guides. The program evaluation indicates: a high participation by children during instruction periods; attainment of bilingual-bicultural curriculum objectives; increased independence in planning/implementing the curriculum; an increased confidence in the mothers to provide educational assistance to their children; use of both Spanish and English as mediums of instruction.   [More]  Descriptors: Achievement Gains, Bilingual Education, Curriculum Development, Early Childhood Education

Southwest Educational Development Lab., Austin, TX. (1977). Proceedings of National Conference on Research & Policy Implications. Lau Task Force Report. "Findings Specifying Remedies for Eliminating Past Educational Practices Ruled Unlawful Under Lau v. Nichols" (Austin, Texas, June 17-18, 1976). This publication presents the proceedings of a national conference on the research and policy implications of the U.S. Supreme Court's decision in Lau v. Nichols that was held in Austin, Texas, June 17-18, 1976. The conference was designed around eight panel discussions that focused on the following topics: 1) analysis of performance variables affecting use of dominant language in bilingual settings, 2) review of research on culturally based learning behaviors, 3) analysis of the nature and importance of culturally responsive programs, 4) analysis of the dynamics of first and second language acquisition in the context of general cognitive development, 5) review of current bilingual/multicultural programs and models, 6) analysis of culturally based process variables, 7) discussion of potential administrative problems and solutions in implementing bilingual/multicultural programs, and 8) review of statutory and judicial bases for bilingual program implementation. The report is divided into separate sections for each panel discussion. Each panel report begins by identifying the panel participants, then presents in turn the text of the investigators' papers, excerpts from the discussants' remarks, and a brief synopsis of the floor discussion.   [More]  Descriptors: Academic Achievement, Bilingual Education, Conference Reports, Cultural Awareness

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