Bibliography: Bilingual Education (page 694 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Frances Leon Swadesh, Tupou L. Pulu, A. Pinsent, Milwaukee Vasquez Associates Ltd., Azzedine Azzouz, Gordon Lew, Edmund W. Gordon, Michael E. Krauss, Court of Appeals. Tenth Circuit., and Roger W. Gomez.

Swadesh, Frances Leon; And Others (1976). The Lands of New Mexico. New Mexico, the fifth largest state, measures 390 miles from north to south and 350 miles from east to west. Six of the 7 life zones found in the U.S. are represented within the State's 77,866,240 acres. Its population has tended to congregate at altitudes of 7,000 feet and below, especially in areas where water is available. This booklet, prepared for use by schools with bilingual programs, presents information on New Mexico's past and present. The information covers: New Mexico's many environments, life zones, first inhabitants, and prehistoric agricultural communities; the Eve of the Spanish Conquest; the Apachean nomads; the State as a 17th century Spanish colony; New Mexico in the 18th and early 19th centuries; New Mexico on the Eve of Conquest by the U.S.; New Mexico as a U.S. territory (1846-1912); and New Mexico in the 20th century. A listing of 124 references is provided. The listing of New Mexico land grant claims includes such information as the: type (i.e., pueblo, individual, community, grazing, town, or originally individual later community), year, grant name, acres confirmed, acres rejected, and present ownership.   [More]  Descriptors: American Indians, Area Studies, Biculturalism, Bilingual Education

Swadesh, Frances Leon; And Others (1975). Las Tierras de Nuevo Mexico. [The Lands of New Mexico.]. New Mexico was inhabited thousands of years ago. Each group of settlers saw the land in distinct ways. For some, its beauty consisted of its quality, the abundance of water, and the hope of a good harvest. For others, its beautiful sites were of more importance. Thus, each group established its own manner of living on the land and of using it. Some influenced others as to their way of using the land. Archaeologists and historians can teach us much about the human experiences in New Mexico. This booklet, written in Spanish, presents the history of the various people who inhabited New Mexico and their relationship with the lands. Covering from prehistoric times to the present, the booklet presents information on: New Mexico's diverse environment, life zones, first inhabitants, and prehistoric agricultural communities; the Eve of the Spanish Conquest; the Apachean nomads; the State as a 17th century Spanish colony; New Mexico in the 18th and 19th centuries; the Eve of the Conquest by the United States; New Mexico as a U.S. territory (1846-1912); and New Mexico in the 20th century.   [More]  Descriptors: American Indians, Area Studies, Biculturalism, Bilingual Education

Gomez, Roger W. (1975). Statement by Roger W. Gomez, Legislative Assistant, LULAC National Education Service Centers, Accompanied by Helena A. Grady, Director of Research, LULAC National Education Service Centers before the Committee on Education and Labor, Select Subcommittee on Education on Reauthorization of the National Institute of Education, November 4, 1975. A non-profit, non-partisan educational organization, the League of United Latin American Citizens National Education Service Centers (LNESC) is engaged in the field of higher education, with primary emphasis on Hispanic Americans. One of LNESC's objectives is to make institutions of higher education, foundations, corporations, and Federal agencies more aware of the educational problems faced by Hispanic Americans, with intent to bring about an increased concentration of resources on the problems. However, due to the lack of research data available, it is difficult to remedy the serious educational problems confronting Hispanics. This void reflects the need for educational research efforts on Hispanics in the various organizational components of the National Institute of Education (NIE) in addition to its current research efforts. Therefore, it is indispensable that the Hispanic American community and its educational problems be understood by NIE. With a more positive relationship between Hispanics and NIE, there will be a more meaningful utilization of our mutual resources, a greater possibility for quality education through research, and the development of long and short range plans to complement and benefit one another. Therefore, LNESC firmly supports the concept of NIE to assist this country in providing equal educational opportunity by taking on a vigorous leadership with regard to conducting the overall research and development efforts in education. Descriptors: Agency Cooperation, Agency Role, Bilingual Education, Educational Needs

Pope, Mary L.; Pulu, Tupou L. (1974). Stories of the Friendly Islands-Tonga. This illustrated reader contains four stories in English and Tongan about the legendary history of Tonga. They are designed to be used in teaching English as a second language to Tongan students. Therefore, the English stories are arranged in order of difficulty, from the simplest to the most structurally complicated. The Tongan stories are equivalent to the English ones, but are not direct translations. All are illustrated with water color prints.   [More]  Descriptors: Bilingual Education, Cultural Context, Elementary Education, English (Second Language)

Pinsent, A. (1960). The Construction and Use of Standardised Tests of Intelligence and Attainment. Pamphlet No. 3. The British Education Act of 1944 stipulated that instruction and training be offered according to the ages, abilities, and aptitudes of pupils. One specific problem concerned the entry to secondary schools of pupils from a variety of primary schools. The resulting problem of determining the different aptitudes and abilities has been partially solved by the use of standardized tests. This pamphlet is designed to provide a brief introduction to the methods of constructing and using standardized tests, and to discuss special difficulties encountered in the construction and use of standardized tests in Wales, a mixed language area. Specifically discussed are the various kinds of standardized tests, what is meant by standardization, what such tests determine, the choice of tests, comparison of the results of various tests, and the concepts of mental age, attainment ages and quotients.   [More]  Descriptors: Achievement Tests, Aptitude Tests, Bilingual Education, Educational Policy

Gordon, Edmund W.; And Others (1972). Armijo Bilingual Bicultural Program (West Las Vegas, New Mexico). The Armijo Bilingual Bicultural Demonstration Center has just completed its second year of operation. The program, which offers bilingual and bicultural instruction in an open classroom for 154 first and second graders, is funded chiefly through Elementary Secondary Education Act Title III funds. Students are taught reading skills, mathematical principles, and scientific concepts in Spanish, the dominant language of the predominantly Mexican-American student body. English dominant children, taught in English, receive instruction in Spanish Language Arts. The use of the open classroom permits highly individualized or small group instruction in homogeneous or heterogeneous groupings. The program is exemplary for several reasons. Most important is its equal emphasis on instruction in both Spanish and English language and culture. The bilingual emphasis eradicates the stigma children from minority groups have traditionally experienced in American education. The program has also achieved the behavioral objectives set forth at its inception as well as those in the Spanish Curriculum Development Center materials and in the progress charts of the Palomares Human Development Series.   [More]  Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Compensatory Education

Azzouz, Azzedine; And Others (1973). Selected Bibliography of Educational Materials: Algeria, Libya, Morocco, Tunisia. Vol. 7, No. 1, 1973. English language annotations of newspapers and government publications covering educational materials of interest to North Africans to (1) raise the consciousness of their Islamic and Arabic heritages (Arabization) and (2) to adapt education to the problems of the multilingual population are included in this bibliography. Citations are categorized by country. Topics include the philosophy and theory of education, educational organization, adult education, teacher training, teaching aids, special education, and Arabization and bilingualism. A special section emphasizes the educational crisis in Morocco. A list of sources and authors concludes the bibliography.   [More]  Descriptors: Adult Education, African Culture, Annotated Bibliographies, Bilingual Education

Lew, Gordon (1974). Red Eggs and Ginger. This illustrated children's book concerns traditional Chinese family activities centered around the birth of a baby. It is one of a series written primarily to provide Chinese-American youngsters with reading materials of their own. Teachers and parents outside the Chinese community who are interested in giving children a healthy and positive outlook toward the Chinese in America might also find these materials helpful. Children reading this book may discover that the verses catalyze responses and interactions. They should be encouraged to expand from the text and relate their own experiences and tell their own stories. Although the text is bilingual, it is not a translation; rather, it offers parallel thoughts and developments in two sets of verses, each of which is conceptualized and written in its native language. Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Bilingualism

Arciniega, Tomas A. (1976). Problems and Issues in Preparing Teachers of Bicultural Chicano Youngsters. The greatest impact on public education and the preparation of professional personnel for public schools has been the thrust to equalize educational opportunities for minorities. This push has been complicated by such things as the way educators define equality of educational opportunities. Two basic and differing views have been revealed–the equal access view and the equal benefits view. Schools can look "positively" or "negatively" at the consequences or effects of Mexican group membership on student achievement and performance. In addition, educators view the causes of student performance as being primarily "internal" or "external." By juxtaposing the external-internal continuum with the positive-negative one, a four-fold classification scheme for analyzing educational approaches in the Mexican American's education is obtained, i.e., a culturally pluralistic approach. Probably the most serious problem fact of present school organization is that schools are geared primarily to serve monolingual, white, middle class, Anglo clients. However, assuming a genuine commitment toward a culturally pluralistic system, the system change response needs to involve the use of minority language, include minority history and cultural heritage materials in the curriculum increase representation of minority members in key role and decision-making positions, and improve counseling and testing programs. Descriptors: Biculturalism, Bilingual Education, Change Strategies, Cultural Pluralism

Krauss, Michael E., Comp. (1974). A Map of the Native Peoples and Languages of Alaska. Recommended for use in classrooms (no specific grade level is assigned) throughout Alaska, this base E sized wall map (4 feet by 3 feet) is color coded (number coded for the ERIC system) to reflect the 20 Alaska Native languages. Designating language dialect areas and boundaries, this map details the language relationships of the four Eskimo languages; the Aleut, Tsimpshian, Haida, Tlingit, and Eyak languages; and the Athabascan languages. Two insets illustrate the spread of Athabascan and Eskimo throughout North America and designate Alaskan language relationships, populations, and numbers of speakers. A text at the bottom of the map presents a thumbnail sketch of the Native languages and the present bilingual movement. Since this map has been disassembled for purposes of ERIC reproduction, instructions for reassembling the map are included. Ordering information is also provided.   [More]  Descriptors: Alaska Natives, American Indian Languages, Bilingual Education, Elementary Secondary Education

Vasquez Associates Ltd., Milwaukee, WI. (1973). Evaluation of Street Projects for the Spanish Speaking. Findings, Conclusions, Recommendations. Volume II of a Two-Volume Report. Nine Street Projects designed for the Spanish speaking and funded by Region V of the Department of Health, Education and Welfare (HEW) are examined here. They were: the El Hogar del Nino Day Care Center, Spanish-American Day Care Center, United Migrant Opportunity Services' Bilingual/Bicultural Early Childhood Center, Youth Services at El Centro de la Causa, El Centro de la Causa Library Project, Talent Search – Latino, Project Venceremos, Latino Mental Health Outreach and Benito Juarez Health Clinic. The evaluation activities were intended to provide measures of operational effectiveness and to evaluate the relative impact of project services on service recipients. The evaluators gathered the information on which this evaluation was based through interviews with administrative staff and clients of the special projects, review of existing project records, interviews with project board members and staff members from referral agencies, and site visits. It was found that, as a general rule, the nine street projects were meeting needs and providing services to the Spanish speaking which otherwise were not available, or were perceived by the clients to be unavailable or at least inconvenient, to the program participants. For the most part, the street projects were ineffective in developing non-HEW support for program continuation expansions. Descriptors: Bilingual Education, Day Care, Early Childhood Education, Federal Programs

Gonzalez-Mena, Janet (1971). A Developmental Program for Teaching English as a Second Language to Preschool Children. The Cuauhtemoc Bilingual Preschool Project, Redwood City, California, is designed to teach Spanish-speaking preschoolers English in classes conducted in their homes. The lesson plans (called "English Experiences") are based on a set of principles: (1) establishment of a language relationship is an important means of motivating the child to learn the target language, (2) young children need a total development program, and (3) children learn by doing. Emphasis is placed on the child's need to learn language in real situations with concrete experiences, while retaining his original language and self-esteem. Teaching methods are discussed, and nine specific performance objectives of the Cuauhtemoc Project are outlined. A list of suggested activities, materials, books, and songs are included. A child's picture-word matching workbook is also included.   [More]  Descriptors: Bilingual Education, Concept Formation, Educational Improvement, English (Second Language)

Morgan, E. R. (1957). Bilingualism and Non-Verbal Intelligence: A Study of Test Results. Pamphlet No. 4. This report discusses the relationship between bilingualism and mental development of bilingual children. After a review of the relevant literature, a specific study is described. The linguistic background of 648 children from 29 schools, age 10 through 12 inclusive, was measured with the Welsh Linguistic Background Scale. General intelligence was assessed with three nonverbal tests: Raven's Progressive Matrices, Daniel's Figure Reasoning Test and the Non-Verbal Test No. 2 of the National Foundation for Educational Research. Objectives were to: (1) determine which of the nonverbal tests was the most independent of linguistic background and hence most suitable for intelligence testing in mixed language areas, and (2) describe the relationship between linguistic background and test scores. Conclusions are that: (1) none of the tests used is completely suitable for evaluating Welsh-speaking children if the results are to be compared with those of English-speaking children; (2) Welsh-dominant bilingual children scored consistently lower than English-dominant children; (3) a correlation exists between test performance and degree of bilingualism; (4) the location of a community accentuates the influence of bilingualism; (5) occupational levels and socioeconomic status must be considered when interpreting test scores; and (6) Raven's Progressive Matrices is the most independent test.   [More]  Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Cognitive Development

Court of Appeals. Tenth Circuit. (1974). Serna et al. v. Portales Municipal Schools et al. The appellees, all Spanish surnamed Americans, contended that the appellants deprived them of their right to equal protection of the laws. After hearing all evidence, the trial court had ordered the Portales schools to submit a plan for remedial action within 90 days. Appellees thereafter filed a Motion for Hearing to hear their objections to the appellants' plan and to introduce their own proposed bilingual-bicultural program. After reviewing both parties' programs, the trial court entered final judgment, which included: all students in grades 1-3 receive 60 minutes per day bilingual instruction; a bicultural outlook be incorporated in as many subject areas as practicable; testing procedures be established to test the results of the bilingual instruction and adjustments made accordingly; and junior high students be tested for English language proficiency and, if necessary, further bilingual instruction should be available. Appellants appealed, positing two grounds for reversal: appellees neither had standing nor were suitable parties to maintain this suit as a class action; and failure to afford a program of bilingual instruction to meet appellees' needs did not deny them equal protection of the law when such needs were not the result of discriminatory actions. The U.S. District Court for the District of New Mexico (District Court No. 8994); Judges Hill, McWilliams, and Durfee) upheld the trial court's plan as just, equitable and feasible. Descriptors: Bilingual Education, Civil Rights, Court Litigation, Educational Discrimination

Lew, Gordon (1974). Little Ming's Number Book. This illustrated children's book teaches the numbers 1-10 by counting familiar people and animals. It is one of a series written primarily to provide Chinese-American youngsters with reading materials of their own. Teachers and parents outside the Chinese community who are interested in giving children a healthy and positive outlook toward the Chinese in America might also find these materials helpful. Children reading this book may discover that the verses catalyze responses and interactions. They should be encouraged to expand from the text and relate their own experiences and tell their own stories. Although the text is bilingual, it is not a translation; rather, it offers parallel thoughts and developments in two sets of verses, each of which is conceptualized and written in its native language. Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Bilingualism

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