Bibliography: Bilingual Education (page 698 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Lansing. Michigan State Dept. of Education, Richard Woods, Andrew D. Cohen, J. O. "Rocky" Maynes, William R. Slager, Paterson Inner-City Committee for Action, CA. San Francisco Unified School District, Albar Antonio Pena, Betty M. Madsen, and Arthur Harkins.

Lew, Gordon (1971). The Moon Festival Is Here. This is one of a series of elementary readers written in Cantonese and English and designed to familiarize children with the traditional major Chinese festivals celebrated by the Chinese in America. This booklet describes the celebration of the harvest-time holiday called the Moon Festival.   [More]  Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Cantonese

Lew, Gordon (1971). Winter Festival. This is one of a series of elementary readers written in Cantonese and English and designed to familiarize children with the traditional major Chinese festivals celebrated by the Chinese in America. This booklet describes the occasion for the Winter Festival (the beginning of winter) and follows a Chinese-American family in its preparation for and celebration of the season.   [More]  Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Cantonese

Knight, Lester Neal (1969). A Comparison of the Effectiveness of Intensive Oral-Aural English Instruction, Intensive Oral-Aural Spanish Instruction, and Non-Oral-Aural Instruction on the Reading Achievement of Spanish-Speaking Second- And Third-Grade Pupils. 1966-67 (Year Three) Findings. Through analysis of data collected during the third year of the San Antonio Language Project (1966-67), this study attempts to evaluate the effect of three treatments on reading achievement: intensive oral-aural English instruction (OAE); intensive oral-aural Spanish instruction (OAS); and non-oral-aural instruction (NOA). It involved two sample groups: third graders who had been exposed to the same treatment for three years; and second graders who had had the same treatment for two years. The study design was concerned with treatment main effect (is one treatment generally more effective than other treatments?); with pretest main effect (do children who score high, middle, or low in the fall tend to perform similarly in the spring also?); and with interaction (does the difference between treatments vary according to pretest scores?). Conclusions indicate that children who score high, middle, or low on the pretest almost always score similarly on the posttest, regardless of the sample or test use. The limited number of significant interaction effects indicate that the difference between treatments does not often vary significantly according to pretest scores. Findings do not support the OAS treatment as an effective tool for improving reading achievement for the population under study. Further implementation of this method should perhaps be limited to truly bilingual teachers. Descriptors: Audiolingual Methods, Bilingual Education, Bilingual Students, English (Second Language)

Lew, Gordon (1971). The Story of the Red Envelopes. This is one of a series of elementary readers written in Cantonese and English and designed to familiarize children with the traditional major Chinese festivals celebrated by the Chinese in America. This booklet describes in narrative form the meaning of the red envelopes given with money gifts at Chinese New Year and other festivities. A page of notes in English explaining the custom is also provided.   [More]  Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Cantonese

Cazden, Courtney B. (1970). Language Programs for Young Children: Notes from England and Wales. British Infant School programs to aid language development for disadvantaged children 3 to 8 years old are discussed, with reference to ideas and practices in the United States. In general, English Infant School teachers believe that language development must be nourished by the teacher in the context of the child's interaction with his environment. Centrally important is a heightened teacher awareness of means of extension of the child's ideas and language. Other topics discussed are: (1) the value of peer group talk, (2) daily schedules relative to the child's sex, (3) extrinsic reinforcement, contrasted with intrinsic reinforcement, (4) whether or not standard English should be taught, (5) the use of local cultural content, (6) bilingualism in school and out, (7) communication skills, (8) children's written sentences, (9) verbal functioning effectiveness, and (10) compensatory education: the recommendations of the Plowden Report, and the goals of the 3 1/2-year Schools Council project in England and Wales.   [More]  Descriptors: Bilingual Education, British Infant Schools, Communication Skills, Compensatory Education

Michigan State Dept. of Education, Lansing. (1970). Bilingual Conceptual Development Guide-Preschool. Michigan Oral Language Series. This guide for teachers of pre-school, Spanish-speaking children provides materials for conceptual development in the target languages. Some 120 structural Oral Language Circle lessons in Spanish and in English, each approximately 15 minutes in duration, represent the heart of this package. Used together, they develop in the child language and conceptual skills needed to benefit from a standard school setting. Unit topics include: (1) naming, (2) describing, (3) locating, (4) counting, (5 and 6) grouping, (7) sequencing, and (8) review. The introduction contains a description of the program, answers to common questions, sequence of language and conceptual development, equipment guide, and a suggested daily schedule. Numerous cutouts for specific Circle lessons are found in the art materials supplement.   [More]  Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Concept Formation

Harkins, Arthur, Ed.; Woods, Richard, Ed. (1969). Problems of Cross-Cultural Educational Research and Evaluation: The Rough Rock Demonstration School. This report contends that the preliminary negative evaluation of the Rough Rock Demonstration School (RRDS) was due more to the investigators' culture shock than the actual situation. RRDS, an experimental school, is unusual in that is administered mainly by Navajos. Thus the appearance of this school, which offers a bilingual and bicultural educational program, reflects the attitudes and customs of its native administration. The problems of cross-cultural studies and evaluations are discussed along with specific instances of faulty assessments of the school. The problems encountered in finding a representative sampling of parents and students, translation, imposing Anglo middle class values on the Navajo way of life, payment of poor people for services, community relations, nepotism, teaching English as a second language, the deleterious effects of traditional dormitory life on Navajos, and parental involvement are presented.   [More]  Descriptors: American Indian Culture, American Indians, Anthropology, Biculturalism

Pena, Albar Antonio (1967). A Comparative Study of Selected Syntactical Structures of the Oral Language Status in Spanish and English of Disadvantaged First-Grade Spanish-Speaking Children. This study presents an intensive comparative analysis of selected basic sentence patterns and transformations in Spanish and English manifested in the responses of Spanish-speaking disadvantaged children selected to receive instruction in the following groups: (1) Oral-Aural Spanish with special science materials in Spanish; (2) Oral-Aural English with science in English; (3) Non-Oral-Aural in Spanish or English, but the same science materials as OAS and OAE; and (4) Non-Oral-Aural No-Science, which followed regular public school curriculum. To obtain these responses, at the beginning and end of the first grade, the first section of the Language-Cognition Test was given twice, in both Spanish and English. (An ancillary task of the investigation was to field-test the first section of this test.) The hypotheses of this study, designed to test for similarities and differences in the oral language of the four groups, were that (1) there were no significant initial differences between groups, including sex, in pretest scores; and (2) there were no significant differences between group means and function of treatment. In general, these hypotheses were "supported by the results."   [More]  Descriptors: Bilingual Education, Bilingual Students, Comparative Analysis, Disadvantaged Youth

Goshen Coll., IN. (1975). Bilingual-Bicultural Program for Elementary Teachers. Since 1968, Goshen College has been offering a program in international education. Called the Study-Service Trimester (SST), the program provides the geographic setting for direct experience in culture shock by exposing students to first-hand, live experiences and confrontations in unfamiliar environments. As part of their general education, elementary education students participate in SST assignments specially fitted for the future teacher in the classroom. Scheduled during the sophomore or junior year of college, SST combines the general studies component with early field work in the middle college years of professional studies. Students generally locate in Caribbean or Central American countries, where they study, work, and interact as a unit, while living in the homes of nationals. The faculty director coordinates a seven-week study program in language study, field trips, and readings and lectures in history, the arts, government, and education. During the second half of the term, students are assigned to Peace Corps-like projects where they work side by side with nationals. Elementary education students are assigned to schools and children's homes for their work experience. Students keep daily journals, stimulating them to interpret and reflect upon the total experience. The college grants each student who satisfactorily completes SST ten credits in language, social science, and humanities. Additional credits may be earned for language proficiency.   [More]  Descriptors: Biculturalism, Bilingual Education, Comparative Education, Cross Cultural Studies

Cohen, Andrew D. (1975). Progress Report on the Culver City Spanish Immersion Program: The Third and Fourth Years. Workpapers in Teaching English as a Second Language, Vol. 9. This article updates the Culver City Spanish Immersion Program. Research results for the third year of the program (1973-74) are summarized, and research in progress during the 1974-75 year is discussed. The article closes with a discussion of a series of research issues for investigation, issues in many ways prompted by already completed research. Appended to this brief article is a transcript of a symposium on the Culver City program held at the 1975 TESOL convention in Los Angeles. The transcript contains an historical overview, a statement of theoretical assumptions about second language learning by young children, and statements by the three teachers involved, the principal, and a parent, as well as three researchers.   [More]  Descriptors: Bilingual Education, Child Language, Elementary Education, English

Lew, Gordon (1971). Preparing for Chinese New Year. This is one of a series of elementary readers written in Cantonese and English, designed to familiarize children with the traditional major Chinese festivals celebrated by the Chinese in America. The booklet follows the activities of a Chinese-American family in its preparations for the Chinese New Year.   [More]  Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Cantonese

Maynes, J. O. "Rocky", Jr. (1970). House Bill No. 1 Special English Classes: Evaluation. As an evaluation report, this 1970 document summarizes information from 13 Arizona school districts involved in special English classes under House Bill No. 1. Program emphasis was on oral language development, vocabulary, and comprehension. Each district used its own method of evaluating progress; therefore, in synthesizing the information, each district is listed with a description of the evaluation instrument and the results of the pre- and post-tests. Total results from each district's evaluation showed progress in oral language development during the interim between pre- and post-tests. It is noted that, although progress was made in each program, many students fell below a level of language proficiency which would allow them success in a beginning reading instruction program. Tables of state and school district contributions and expenditures are included, as well as 5 recommendations. It is concluded that a significant contribution was made in oral English development for the Spanish and Indian children. The document is appended with pertinent information.   [More]  Descriptors: American Indians, Bilingual Education, Comprehension, English (Second Language)

San Francisco Unified School District, CA. (1970). Early Childhood and School-Age Intensive Education Program; Evaluation of the ESEA Compensatory Education Program of the San Francisco Unified School District, 1968-1969. Evaluation Report. The San Francisco Unified School District compensatory education program for the school year 1968-69 offered services to low income students (pre-kindergarten through high school) in both public and non public schools. This evaluation report provides information on the effects of the pre-kindergarten, elementary, secondary, non public school, bilingual, in-service staff training, and summer reading components of the program. Student records, questionnaires, interviews, and standardized tests provided data for evaluation. Performance on standardized tests showed marked improvement for all students involved in the program, now in its third year of operation. Longitudinal studies were employed to assess the progress of pupils in schools with compensatory education programs and to ascertain the cumulative effects of pre-kindergarten participation. Extensive data tables are appended.   [More]  Descriptors: Bilingual Education, Compensatory Education, Early Childhood Education, Elementary Education

Slager, William R., Ed.; Madsen, Betty M., Ed. (1970). English for American Indians. The present issue of "English for American Indians" follows the format and approach of the Spring 1970 issue. (See ED 040 396.) In the lead article, Evelyn Hatch surveys some of the research in first language acquisition and points out its implications for second language teaching. Her main thesis is that with the best of intentions, teachers often insist that children in English-as-a-second-language classes achieve a mastery of certain structures that is beyond the mastery achieved by "advantaged" middle class children who speak English natively. Following her article, she reviews three new books on child language. Bilingualism is the subject of most of the items included in "Information Exchange," which describes important surveys of the field, discusses the need for bilingual programs and presents a definition of their structure, and reports on individual programs for American Indian children. A special section of "Information Exchange" deals with the American Indian languages themselves, with maps, lists of the most widely spoken Indian languages and Summer Institute of Linguistics linguists working on them, and a brief report of a study of social factors involved in Shoshoni dialect variation. Two sets of materials are worked on: the CITE materials for Navajo children, and the Michigan Migrant Workers Council materials for Spanish-speaking children.   [More]  Descriptors: American Indian Languages, American Indians, Annotated Bibliographies, Bilingual Education

Inner-City Committee for Action, Paterson, NJ. (1969). Complete INCCA Report: A Bi-lingual Pilot Project for Foreign Speaking Children with Language and Cultural Conflicts to Evaluate Present Teaching Methods and Materials Under a Controlled Educational Situation. The program of this pilot project, run from July 7 to August 15, 1968, included the following: testing participant children before and after the project, in both their native language and English; classifying each child into groups for remedial speech and English as a second language; testing of existing materials available from sources recommended by consultants from Montclair State College, to determine which materials and teaching techniques are most effective for future incorporation into the school system; orientation of the child to the community he now lives in; scheduled prepared visits to civic centers; participation in the regularly scheduled Inter-City Committee for Action Day Camp activities; and, the integration of activities in the Spanish language and culture into the program. Some 240 elementary students from schools with a large Spanish enrollment and located in the Model Cities area were selected according to need for the program's services. The overall program effects are considered most adequately summarized by the program teachers' evaluations: the program was considered highly beneficial.   [More]  Descriptors: Behavior Problems, Biculturalism, Bilingual Education, Bilingual Students

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