This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Herman S. Garcia, Michael Clyne, J. Clarence LeBlanc, Chuka Eze Okonkwo, Lisa Frances Kurcz Barclay, Keith S. McKenzie, A.G. De Beer, Guy C. Pryor, Terry W. Hartle, and Clifford H. Prator.
(1969). English for American Indians: A Newsletter of the Office of the Assistant Commissioner for Education, Bureau of Indian Affairs, United States Department of the Interior. Spring, 1969. This newsletter is third in a series of publications by the Bureau of Indian Affairs, prepared and edited by the English for Speakers of Other Languages Program of the Center for Applied Linguistics. While the first two issues (AL 001 671 and AL 001 819) were concerned with the teaching of English to elementary and kindergarten children in BIA schools, this issue focuses on the problems of intermediate and advanced secondary school students, with special emphasis on the teaching of composition and written English. The first article, "Breaking Down Your Writing Goals," by Gerald Dykstra, discusses attainable "sub-goals." The first step, or sub-goal, on the way to developing written skill in English is the corollary of simple repetition in oral work–the copying of one entire title and paragraph without error. Following steps include substitutions, transformations, reductions, expansions, completions, additions, revisions, commentary, and creations. "The Teacher's Bookshelf," by Carol J. Kreidler, describes especially selected materials for the teacher's reference and for the classroom, as well as several new and forthcoming texts. Ruth E. Wineberg's "Information Exchange" reports on developments in BIA schools (in bilingual reading, contrastive analysis, controlled composition, creative writing, reading, and English), summer workshops, and CAL activities. [More] Descriptors: American Indian Languages, American Indians, Annotated Bibliographies, Bilingual Education
(1984). The Core French Program: Proposal for Change, Education Canada. Examines teaching core French. Proposes engendering national spirit, reassessing university role, adopting businesslike attitudes, undertaking a national research project, pooling publishing expertise, using technology, expanding New Brunswick's testing program, and providing proper teaching conditions. Suggests fluency become basic priority, writing put into perspective, and "academic attitudes" at local levels be reassessed. Descriptors: Bilingual Education, Communicative Competence (Languages), Educational Policy, Elementary Secondary Education
(1969). Language: The Great Barrier, The English Quarterly. The author comments on the lack of sufficient interest in the education of Indians and Eskimos in Canada. Although he feels that the process of the acculturation of the Indian into white society is "ongoing, irreversible, and destined to continue no matter what anyone desires," it is "neither the task nor the prerogative of the dominant society to force its value systems upon the minority groups." The minority groups should be able to function affectively within the context of the larger society without being forced to abandon their own cultural identity. According to the Department of Indian Affairs of Canada, almost 60 percent of the Indian children entering schools in Canada lack fluency in English. The remaining 40 percent are generally below the white school beginners. The Indian children have a higher medial age in every grade, a clustering of pupils in the lower grades, and a "marked thinning out" in the higher grades. Educators seem to agree that lack of competency in English is the main problem. From programs underway in the United States, two significant and relevant facts emerge: (1) it has been established that Indian children will benefit from pre-school language instruction; and (2) an aural-oral linguistic program presented in a sequential fashion from kindergarten to Grade 6 can provide competence in English necessary for greater academic success. Descriptors: Acculturation, American Indian Culture, American Indians, Biculturalism
(1983). Bilingualism, Biculturalism, and the Educational System, Journal of Non-White Concerns in Personnel and Guidance. Assesses how discrimination and biculturalism have affected the Chicanos' ability to communicate bilingually in a monolingual society. Using a historical perspective, the sociocultural significance of Chicano bilingualism is discussed in terms of code switching, language dominance, and cultural values. Descriptors: Biculturalism, Bilingual Education, Bilingualism, Code Switching (Language)
(1969). The Comparative Efficacies of Spanish, English and Bilingual Cognitive Verbal Instruction With Mexican-American Head Start Children. Final Report. Sixty-seven Mexican-American children were administered a special 7-week Head Start language training program during the summer of 1967. Three basic treatments were used, and there was a control group. Two teachers were used, thus raising the number of groups to eight. The three basic treatments involved a structured English language training program; in one group, Spanish was the language of instruction; in a second group, English was the instructional language; and in the third, both languages were used. The control groups received the usual preschool art and music activities. Tests were administered at the beginning of the program, at the end, and the next spring. It was found that (1) since the groups were initially of varying ability, final differences in performance could have been due to this initial difference; (2) the teacher factor, sex factor, and age factor contributed nothing to the results; (3) the structured language treatments did not produce better scores than the control treatment; and (4) the bilingual treatment was not significantly superior to the Spanish or English treatment. [More] Descriptors: Bilingual Education, English (Second Language), Experimental Programs, Instructional Programs
(1967). The Teaching of English in Bantu Schools in South Africa; Some Comments on the Present Situation. Pupils in South African Bantu schools spend one third of their time in Standards (Grades) 1 and 2 learning the official languages, English and Afrikaans. Nearly as much time is given to the learning of their own Bantu mother tongue, the language of instruction from Sub-Standard A (Preprimary) to Standard 6. In the Lower Primary schools, through Standard 2, the pupil is busy with language learning for over 45% of his time; in the Higher Primary school for 40% of his time. Surveys indicate that English teaching (as a language, and as a medium of instruction), is almost completely by non-mother tongue speakers of English. A 1963 survey showed that 45% of all Bantu teachers have had a primary school education only, followed by a three-year course of professional training. Other figures indicate that the qualifications of teachers in the city tend to be higher than the average for the whole country. The author feels that if a realistic view is taken of the other school subjects, including Afrikaans and the pupil's home language, the standards of English will not be improved by devoting more time to its teaching. A solution can be sought only in the improvement of the quality of the teacher and in the language materials and aids at her disposal. Comments on the improvement in the Johannesburg Bantu schools, as well as statistics on teacher qualifications, test results, and other relevant information appear in appendixes to this paper. [More] Descriptors: Afrikaans, Bilingual Education, Bilingual Students, English (Second Language)
(1983). An Immersion Program in Australia, Babel: Journal of the Australian Federation of Modern Language Teachers Associations. A recently developed primary school German immersion program for a German community is described and its development from Canadian examples is discussed. The program is a composite of immersion, bilingual, and second language models. Early reaction is highly favorable, although the program will not be fully evaluated for a few years. Descriptors: Bilingual Education Programs, Educational Demand, Foreign Countries, German
(1983). The Changing Context of Federal Education Aid, Education and Urban Society. Discusses the expansion of the federal government's role in American society; focuses on changing federal and state responsibilities in education. Descriptors: Bilingual Education, Compensatory Education, Elementary Secondary Education, Equal Education
(1965). A Study of The "New Primary Approach" in The Schools of Kenya. This two-part study is an outgrowth of the explosive expansion in English-medium instruction which has taken place in the primary schools of Kenya since 1957. "Part I: The Prator Statement," which concentrates on the linguistic, methodological, and teacher-training aspects of the overall problem, presents first a description of the linguistic background of Kenya, the rationale underlying the use of English as a medium of instruction, and the role of Swahili and the vernaculars. Also described are the present language policy, its implementation and future, and the development of the NPA ("New Primary Approach" — referred to formerly as the "English-Medium Scheme"). The author evaluates the "New Peak Course" and the teacher training colleges. "Part II: The Hutasoit Statement" focuses attention on the administrative and financial aspects of education in Kenya and implementation of the NPA. A few of the joint recommendations appended to the report suggest that (1) English should become the universal medium of instruction in Kenya schools, (2) Swahili should be introduced in Standard (Grade) IV and be continued as a compulsory subject, (3) primary school pupils should become literate in their vernacular, and (4) for adequate instruction in Swahili, it is necessary to prepare teaching materials and to develop teacher training facilities. [More] Descriptors: Advisory Committees, Bilingual Education, Educational Innovation, English (Second Language)
(1968). Concerning the Diagnosis and Remedying of Lack of Competence in a Second Language, Language Learning. This article is based on current research being undertaken in an African high school in the Republic of South Africa. The subjects for this research are Zulu-speaking pupils, average age sixteen years, who have received eight years of formal instruction in English. They are being tested in their ninth year of schooling (Standard Seven) when English and Afrikaans are used as the medium of instruction for the first time. Described are some special tests designed to assess the competence of second language learners and to determine which rules of the second language have been internalized. Rules for nested dependencies were used in one set of tests. It was revealed that the students could not handle such nested dependencies in the second language, and exhibited a certain lack of competence in the second language. The author considers that such tests provide a useful diagnostic tool. Descriptors: Afrikaans, Bilingual Education, Bilingual Students, Deep Structure
(1968). Prepared Text of Remarks at the French-Acadian Conference of the Louisiana Department of Education (1st, January 20, 1968). An outline of the implications for the Louisiana bilingual program of the Quebec-Louisiana Agreement on Cultural Cooperation is presented. In December 1967, a submission was addressed to the State Superintendent and also to the Special Legislative Committee, proposing a partial revival of the use of French as a language of instruction in Louisiana, particularly in Acadiana (Acadia). It is now, the author points out, "the stated policy of the United States Government to preserve special language potential within the country, with a view to furthering this nation's business abroad." South Louisiana, with its "large oral-Francophone population," he feels, "is in an excellent position to serve the United States in this respect, if we develop our potential to include widespread knowledge of the written language." The author comments briefly on the state agencies and institutions which have expressed interest in a bilingual program and closer relationships with their French-Canadian counterparts. A short description of the Quebec-Louisiana Agreement is also presented. See related document AL 001 251. [More] Descriptors: American Culture, Bilingual Education, Cultural Influences, Cultural Interrelationships
(1967). The Teaching of English as a Second Language in Afrikaans High Schools. This paper reviews the teaching of English as a second language in the secondary schools in the Transvaal, the syllabuses which have been in use since 1956-57, and the importance of an audiolingual approach. In attempting to discover the reasons for students' failure to attain a satisfactory standard of bilingualism, the author examines (1) the syllabuses and the teacher (the teachers are not linguistically trained); (2) the syllabuses and the pupil (the emphasis should be shifted to achievement of "articulacy" in language); and (3) the syllabuses and examinations (it is the examination even more than the syllabus that determines the kind of teaching which is carried out in all but the best schools, and an improved syllabus can therefore only be effective if the examination permits it to be so). Questions concerning which current linguistic theory to follow and whether to use traditional or audiovisual language teaching methods must be decided before revising the syllabuses. These two decisions will involve the whole hierarchy of the educational system in the Transvaal and South Africa–the administrators, the provincial authorities who will install the language laboratories, the examining boards who will have to devise new language proficiency examinations, university departments of English who will have to train linguists to write contrastive analyses of English and Afrikaans, and teacher trainers. [More] Descriptors: Afrikaans, Audiolingual Methods, Bilingual Education, Bilingual Students
(1983). Bilingualism in Education: The Nigerian Experience Re-examined, Prospects: Quarterly Review of Education. Because most Nigerian children receive only limited schooling, it is important to use this time as effectively as possible. One way to improve Nigerian schools is by teaching children in their native language, so that they will not be hindered by the need to master two languages and cultures. Descriptors: Bilingual Education, Bilingualism, Child Development, Cognitive Processes
(). Curriculum Program for the Apache Language. These curriculum materials from the Whiteriver (Arizona) Elementary School consist of–(1) an English-Apache word list of some of the most commonly used words in Apache, 29p.; (2) a list of enclitics with approximate or suggested meanings and illustrations of usage, 5 p.; (3) an illustrated chart of Apache vowels and consonants, various written sound-recognition tests, a listing of pronouns and numbers, and conversational question and statement patterns, 12 p.; (4) mnemonic charts presenting each consonant letter illustrated by a word which contains the sound, 16 p.; (5) an Apache Reader which presents all the sounds in simple words and sentences, 24 p.; and a story of an Indian boy and his donkey, in English and Apache, with accompanying pages of illustrations, 24 p. [More] Descriptors: American Indian Languages, Apache, Bilingual Education, Cultural Context
(1968). Evaluation of the Bilingual Project of Harlandale Independent School District, San Antonio, Texas, in the First and Second Grades of Four Elementary Schools during 1967-68 School Year. An evaluation is provided of a project designed to create a bilingual environment and a program of bilingual instruction for first and second grade Spanish speaking children. A comparison is included of the language development and reading ability of the students taught in Spanish and English with those taught in English only. A pre- and post-testing program and teacher observations, comments, evaluations, and recommendations are utilized in the evaluation. Conclusions reveal that teachers feel bilingual instruction should be continued; pupils have a better self-concept, feel more accepted, have more pride in their own culture, and derive pleasure from materials portraying their culture after completing the program; pupils who have exhibited the most language development are bilingual and have increased cognition and intellectual development; and there is no significant difference in the reading abilities of the 2 groups. It is recommended that: (1) a structured core program in language development be designed, (2) the Spanish-speaking child's first contact with formal language development be in Spanish, (3) pre-first grade oral language development be in both Spanish and English when possible, (4) Headstart programs be conducted in Spanish for those taught bilingually in first grade, (5) first grade students in the program continue into second grade bilingual program, and (6) better coordination, selection, and assistance be provided for those involved in the program. [More] Descriptors: Bilingual Education, Bilingualism, Comparative Analysis, Educational Environment