This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Beatriz Flores, Jac. L. Williams, Grace Slwooko, Beverly McConnell, Tupou L. Pulu, Lewis Bernstein, Cristobal S. Berry-Caban, Sacramento. California State Dept. of Education, Evans Thomas, and Joseph H. Matluck.
(1977). A Survey of the Puerto Rican Community on Milwaukee's Northeast Side in 1976. Based on a research study carried out in the mid-1970s, this paper traces the Puerto Rican immigration into Milwaukee and provides an overview of the economic and social conditions which fostered the growth of Milwaukee's Puerto Rican population. Also discussed are Puerto Rican family and household characteristics, religion, jobs and income, and health care. The Puerto Rican neighborhood is examined in terms of its housing, community organizations, recreation, and transportation. The political climate of the Puerto Rican community is described as being marked by indifference and disunity. The various stages that the educational process has undergone through the years in meeting the needs of Puerto Rican students are described, with particular attention given to the growth of bilingual/bicultural programs. In addition, the prospect of Puerto Ricans maintaining their ethnic identity into the 1980s is discussed. Appendices list comments by Puerto Rican individuals regarding such factors as language problems, health care, youth problems, neighborhood problems, recreation, transportation, and organization participation. Descriptors: Biculturalism, Bilingual Education, Community Characteristics, Community Surveys
(1976). Training Migrant Paraprofessionals in Bilingual Mini Head Start. Mid-Year Evaluation, 1975-76 Program Year. Evaluation of Progress No. 8. An early education program for children of migrant and seasonal farm workers, the program is designed around three problems which uniquely affect these children's education–lack of continuity, lack of professional staff, and irregularity of attendance. Serving primarily Mexican American migrant children, the program consists of two year-round sites located in Washington State and a third site called the "mobile component." The mobile program operates in La Grulla (Texas) during the winter; then the teachers, recruited from the families of the children served, move north when the children do and set up centers wherever the children move, continuing their education at each stop. The Washington sites provide year-round services for interstate, intrastate, and settled-out migrants. This evaluation report discusses the program's mid-year progress during the 1975-76 program year. The outcome and process objectives are given along with a summary of findings for the following components: instruction, staff development, parent and community involvement, materials development, and management for an interstate delivery system. Overall the objectives are being met or partially met. Descriptors: Academic Achievement, Bilingual Education, Community Involvement, Early Childhood Education
(1975). Bilingual Mini-School Tutoring Project. A State of Washington URRD (Urban, Rural, Racial, Disadvantaged) Program. Mid-Year Evaluation, 1975-76 Program Year. Combining URRD and other funding sources, the program provides an interstate and interdistrict tutoring service, usually outside of regular school hours, to children of migrant and seasonal farm worker families. The tutoring is done by adult paraprofessionals, many of whom are parents or relatives of the children served. Parents also participate in program management through advisory groups for each site. Serving primarily Mexican American children, the program consists of two permanent sites in Connell and Moses Lake, Washington, and a "mobile component". The mobile component provides tutoring to migrant children in their home base in La Grulla (Texas) as well as during their stay in Washington, Oregon, Idaho, and Illinois. All curriculum materials used are programmed so that progress through them can be individualized. Child progress is also evaluated through nationally standardized tests. Nine objectives were established for the 1975-76 program year. This report summarizes progress toward achieving these objectives through October 1975. A narrative section expands on the comparison of academic achievement of children in the mobile program with mobile migrant children from a neighboring south Texas town who have no special preschool program and only uncoordinated local school services where they move. The program is operating effectively at all sites. Descriptors: Academic Achievement, Bilingual Education, Early Childhood Education, Educational Objectives
(1978). Report of the Ad Hoc Committee on Integrated Educational Programs. In this report, 22 successful integrated educational programs in California are described in terms of school environment, services offered, grade levels served, curriculum emphasis, number and ethnic composition of participants, funding, location, staffing, special facilities, method of bringing students together, time students spend in program, visitor information and descriptive literature available, and program contact. The histories and activities of the programs, which range from preschool through secondary levels, are summarized. Appendices provide definitions of terms, samples of Ad Hoc Committee on Integrated Educational Programs correspondence, and information on programs nominated for consideration by the Ad Hoc Committee. [More] Descriptors: Basic Skills, Bilingual Education, Counseling, Elementary Secondary Education
(1973). Anulhuyuk. This illustrated reader is in the North Slope (Barrow) dialect of Inupiaq. A traditional story, it is intended for competent speakers of the language with knowledge of the writing system. Descriptors: Alaska Natives, Athapascan Languages, Bilingual Education, Elementary Education
(1974). The Observation and Testing Report on the Sesame Street Program. To evaluate the effect of the children's television program "Sesame Street" on Chicano viewers and to identify areas for improvement, the Children's Television Workshop contracted with the Chicano Studies Center at the University of California at Los Angeles to provide the following services: (1) establish observation sites in the Los Angeles area to evaluate the reactions of Chicano children; (2) read and evaluate "Sesame Street" scripts and suggest ways to make content more accessible to Chicano children and more reinforcing of the Chicano culture; (3) pre- and post-test 19 Chicano children to determine the effects of watching 4 weeks of programs. This report: (1) describes the criteria for evaluating programs, and gives examples of actual program evaluations; (2) describes the observation instruments and methodology; and (3) lists the results of the observations. [More] Descriptors: Biculturalism, Bilingual Education, Educational Television, Evaluation Criteria
(1979). How Do the Preschool Children of the Community Education Center Perform in the Public School System?: An Evaluation of Children's Performance and Parent Participation. A follow-up study of 104 Spanish-speaking children who attended a bilingual-bicultural preschool program was conducted to investigate the children's relative standing in elementary school and the degree of parent participation in school activities. School achievement level of all available children who had attended the Community Education Center (CEC) from 1973 to 1977 was obtained by a teacher questionnaire. Information on parent participation was obtained by a home interview and the teacher questionnaire. Additional information on parent participation programs offered by the children's schools was obtained by a checklist for teachers and parents. Teacher evaluations indicated that, when considered as a group, the CEC children were rated average for their class. Of the 43 children in primary grades, 23% had been retained since they began school. This rate compared favorably with the 85% retention rate of children with Spanish surnames in the school in which CEC children were enrolled. Ratings of children's standings correlated with degree of parent participation. Parents seemed to recognize the importance of parent involvement, but to lack the necessary tools to participate in public school activities. Additional information concerning parent participation is discussed in detail. Descriptors: Academic Achievement, Bilingual Education, Early Childhood Education, Elementary School Students
(1977). Akutanax (Akutan). Villagers on the Aleutian island of Akutan must share their island with a volcano, an active, smoking one that soils clothes hanging on the clothesline and in winter blackens the snow. Winters are particularly hard on the island. Strong winds blow and as ice clogs the creek the town's electric supply is cut off in February and March. Akutan is a long village, located near a bay, and it contains 20 houses, a small village store, and a 12-student school. Twice a year a priest comes to Akutan's church. In the summer a crab processing ship comes and everyone from the village works on the ship for the three months of its stay. Akutan has no airport, but at least once a week a sea plane brings mail and freight; a mail boat also sails from Kodiak. There are no telephones on Akutan; outside communication is by radio. Hunting on the island is limited to birds: ducks, geese, and ptarmigan. At one time there were many fish around Akutan, but now very few remain. This scenario of life on Akutan is printed in both Eastern Aleut and English and is intended for use in bilingual instruction. It is printed in large type, illustrated, and written in simple words. The twenty short happenings are related by a lifelong resident of the village. They include descriptions of physical features of the area as well as aspects of the life style of its inhabitants. Descriptors: Alaska Natives, Bilingual Education, Books, Childrens Literature
(1977). Nunatchiagmi (Stories about Buckland). Printed in both Inupiat and English, this 32 page booklet recounts stories of native life in Buckland, Alaska. It is printed in large type and simply written; illustrations accompany each short narrative. Several stories are told by Evans Thomas who remembers his boyhood days as he fired a shotgun for the first time, shot his first seal, broke a reindeer to the harness, and hunted a wolf. One of his stories is particularly humorous as he tells of his father's efforts in learning how to stop a new motor boat. The intermeshing of traditional and new ways of life is particularly striking; the stories deal with seal, whale, and caribou hunting, dog teams and deer sleds, yet they also tell of using guns, telescopes, motorboats, and "snow-go" machines. Descriptors: Alaska Natives, Bilingual Education, Books, Childrens Literature
(1977). Sivuqam Ungipaghaatangi (St. Lawrence Island Legends). Transmitted orally for generations until the Eskimo language became a written one, the eleven St. Lawrence Island legends compiled in this volume for high school students tell of feats that were accomplished through supernatural power. Meant for both entertainment and instruction, the tales convey wise council indirectly through the conversations and acts of animals. Each legend is presented in the St. Lawrence Island Yup'ik language and in English and is accompanied by black and white illustrations by J. Leslie Boffa. Titles are: "Aghnaghaq Aggqutkeqkaq" ("A Girl for a Sacrifice"); "Qaala"; "Piqalaq"; "Anglegutkullghiit Quyillgaaghet Angufqaghtekangi" ("Brothers in the Storm"); "Kingugmeng Aghnaq Anglistikaq" ("A Woman Who Raised a Worm"); "Kaangut Igleghallghat" ("The Flight of the Geese"); "Tutakemsegaq" ("Wood Carver"); "Aghnaghaghaq Tagitugmi Iflakaq" ("The Girl Who Was Lost in the Fog"); "Ayvanga Kaangqwaghtaqayugek" ("Clashing Rocks"); "Aaygu Ayemaqngan" ("Broken Arrow"); and "Tanqiq Tuqaagaqngan" ("When the Pale Moon Went Fainting"). Descriptors: Alaska Natives, Bilingual Education, Books, Eskimo Aleut Languages
(1974). The Sesame Street Writers' Notebook. This manual outlines the instructional objectives for the children's television program "Sesame Street." The first section focuses on the child and his world with objectives related to: body part recognition; the child and his powers; reasoning and problem solving; emotions; career awareness; social groups and institutions; social interactions; and the environment. The second section deals with symbolic representation, including: letters recognition, letter sounds, rhyming, verbal blending, word recognition, numbers recognition, numeric operations, and geometric forms. Later sections state objectives in perceptual discrimination, relational concepts, classification skills, and bilingual bicultural awareness. In each area, concepts are defined, and suggestions are made for program content and format to communicate the concept. [More] Descriptors: Biculturalism, Bilingual Education, Cognitive Objectives, Conservation (Environment)
(1967). Bilingualism Today. Bilingualism implies ability to use either of two languages without difficulty when necessary. Half a million Welshmen are in this position. Coordinate bilingualism, normally achieved through contact with two languages in early childhood, is perhaps the most desirable type of bilingualism. In compound bilingualism, one language continues to dominate when the other language is spoken. A century ago, minority languages like Welsh and Irish were suppressed in favor of stronger, more socially acceptable languages. This attitude has been replaced by a desire to preserve and develop national and minority languages. In many small nations, achievement of a linguistic equilibrium in bilingualism is regarded as a political, cultural and economic necessity. In an era of both nationalism and internationalism, several European countries are fostering their minority languages. For bilinguals, the national language answers community and cultural identity needs, while the international language serves for wider communication and advancement. Numerous studies showing that bilingual children have lower educational achievement may be unscientific. Evidence from Welsh dual-medium schools suggests that exposure to two languages at a very early age and continued education in two vernaculars is the best system. Bilingualism must also be encouraged in the community through state support and native-language television and radio programming. Descriptors: Bilingual Education, Bilingual Schools, Bilingual Students, Bilingual Teachers
(1978). Koyukon Athabaskan Dance Songs. Nineteen songs sung at potlach activities to honor the dead have been transcribed and compiled to foster greater understanding and appreciation among Alaskan school children of the place of songs in the life of the Central Koyukon Athabaskans who believe that singing and dancing allow emotional release from the sadness of losing a loved one. The songs, never directly naming the deceased person, tell of how much the person is missed by his family and friends and of the good deeds the person did when he was alive. The songs fall into three basic types: (1) the mask dance songs, sung with the typical Eskimo words accompanied by the beating of the hand drum; (2) the washtub songs, to which the people dance around a peeled spruce pole moving a piece of calico up and down with their hands; and (3) the stick dance songs, sung only during the proper time at the Feast for the Dead. Each song is presented with lyrics in Athabaskan and English, a brief history of the subject of the song and its composer, and appropriate illustrations by Dinah Stephenson. Also included is a biographical sketch of Madeline Solomon, native Alaskan educator who assisted in compiling the songs. [More] Descriptors: Alaska Natives, Athapascan Languages, Bilingual Education, Cultural Activities
(1978). Kayuqtullu, Tulugatlu, Suli Atlat Annugaurut (Foxes and Ravens and Other Creatures). Four short stories taken from Alaskan oral tradition are written in plain terms and presented in large print with illustrations on each page. "The Little Mouse" describes how a courageous mouse swims across a river only to discover it is just a man's footprint. In "The Loon and the Muskrat" two animals become possessive of the lake where they live, then decide to share the territory. "Daisy and Tulagaq" is the story of how a cleaver ground squirrel outwits a raven. In "The Fox and the Raven" the crafty fox flatters an ugly woman and receives a gift, but the honest raven receives nothing. The Inupiat version is also included. Descriptors: Alaska Natives, Bilingual Education, Books, Childrens Literature
(1978). The Multiple Role of Oral Language Assessment: Language Status, Research, and Curriculum Development. An oral language assessment test not only can determine the relative proficiency of a child in one or more languages and his or her language preference, but also can provide diagnostic information as to the child's strengths and weaknesses in each language. This information can serve as a guide to curriculum development and to prescriptive instruction in both oral language and reading. Also, data collected from such tests can become valuable resources for investigating language usage, language acquisition, and bilingualism. Full bilingual programs require an instrument providing assessment in both the home language and in English. Programs in Washington, Idaho, Texas, and California have used the MAT-SEA-CAL Oral Proficiency Tests as diagnostic instruments, as vehicles for improving curriculum design and development, and as aids in making decisions about children being considered for special education and language disability programs. A wide range of research projects that have provided validation for the MAT-SEA-CAL tests and are built on the information gathered from the tests have been conducted and are underway. Descriptors: Bilingual Education, Curriculum Development, Educational Assessment, Elementary Secondary Education