Bibliography: Bilingual Education (page 699 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Brigid O'Farrell, Marta Espinoza, Paul Schweitzer, Michael Kabotie, Sacramento. California State Dept. of Education, Elton D. Minkler, Glen L. Hendricks, Guadalupe Salinas, Marianne Burkhard, and Donald A. Erickson.

Minkler, Elton D. (1969). To Teach a Migrant Child; Programs and Concepts in Migrant Education. In the Foreword, it is stated that "It is not the purpose of this publication to set forth a grand scheme for migrant education programs, nor is it intended to serve as a progress report or an assessment of the Oregon State Plan for Migrant Education. It is published with the much more humble intent of reflecting in some degree the philosophy of the project activities of the state programs." Included are thoughts on objectives, symbolization, sympathy, homogeneous groupings, identifying the individual, bilingual culture, and the use of school-home coordinators. Ongoing Oregon projects selected by the authors for discussion are the Dayton Migrant Summer School and Teaching Laboratory, which involves all age groups; the outdoor educational experiences provided at Lake Creek Camp Grounds; the Migralab Service; and the Ontario Program for academic development of preschool through high school migrant students. Appendices are provided on curriculum development, utilization of migrant education grants, and criteria for migrant education programs.   [More]  Descriptors: Biculturalism, Bilingual Education, Curriculum, Disadvantaged

Hendricks, Glen L. (1971). La Raza en Nueva York: Social Pluralism and Schools. As the size and diversity of the Hispano-American population of New York City has increased, a new tripartite pluralistic cultural situation based upon categories both physical and cultural has been emerging. A politicization of ethnicity is being played out in New York City schools. While Puerto Ricans are legal citizens of the United States, free to enter and leave New York City at will, the legal status of the "others" is precarious; many have illegally by-passed U.S. immigration laws. Their presence has important consequences not only for them but also for the nature of the interaction between the entire "other Hispano" segment and the American society. Even when political units acknowledge that Puerto Ricans are but one segment of the Hispano group, they are of necessity forced to recognize the Puerto Ricans as the political spokesmen for the larger Hispano segment. The Hispano often fails to make a permanent commitment to immigrate to the United States, thus further modifying the patterns of assimilation and acculturation taking place. [Due to the quality of the print of the original document, some parts, including tables, will not be clearly legible when reproduced.]   [More]  Descriptors: Acculturation, Bilingual Education, Bilingual Students, Cultural Pluralism

Erickson, Donald A.; Schwartz, Henrietta (1969). Community School at Rough Rock. The objective of the evaluation of Rough Rock Demonstration School (RRDS) on the Navajo Reservation was to examine, in terms of its own stated objectives, the school's organizational and social system as a whole. Chapters in the 1969 evaluation report are "What We Did and Why,""The Schools That Were Compared,""Community Relationships,""The Dormitories,""Programs of Instruction,""Teacher Characteristics and Concerns,""Pupil Attitude and Achievement,""Harbingers of Change," and "General Conclusions." Schools included in the comparative study with RRDS are Rock Point Boarding School, Chinle Boarding School, and Chinle Public Elementary School. As stated, the main comparisons relate to a carefully selected sample of pupils in each school (pupil criteria are given for all 4 schools). The report provides results of interviews held with teachers, parents, school staff, and other community members in the target areas. Among the findings, it is pointed out that RRDS was believed to be a successful experiment in introducing the new concept of involving Indian adults to exercise authority in controlling their own school. However, it is noted "that the primary focus of administrators (at RRDS) seemed to be on public relations,…that the secondary emphasis was on an employment program for local people, and that other affairs of the school were neglected" (see RC 005 062). [Not available in hard copy due to marginal legibility of original document.]   [More]  Descriptors: Achievement, American Indians, Bilingual Education, Boarding Schools

Salazar, Ruben (1970). Stranger in One's Land. An account of the hearing held by the U.S. Commission on Civil Rights on the Mexican American community's problems with civil rights, this report does not necessarily represent the views of the Commission but is published to stimulate public interest in the problems confronting Mexican Americans. For nearly 6 months prior to the hearing (held in San Antonio, Texas, in December 1968), staff members laid the groundwork with a field representative in San Antonio for coordination of onsite activities. Some 1000 persons were interviewed; data were collected and analyzed; and nearly 80 persons–from barrio residents to state officials, businessmen to farmworkers, students to school superintendents–were requested to speak under subpoena. Clergymen, law enforcement officials, and 3 Mexican American families also testified. Major areas explored were employment, education, the administration of justice, housing, and political representation. "The total picture of economic deprivation, of relegation to the meanest employment, of educational suppression, and of restricted opportunity in almost every phase of life unfolded."   [More]  Descriptors: Bilingual Education, Braceros, Civil Rights, Culture Conflict

Southwest Educational Development Lab., Austin, TX. (1969). Early Childhood Education Learning System; San Antonio Urban Educational Development Center, 1968-69 Final Evaluation Report. A comparison of effects of three preschool intervention programs designed to prepare disadvantaged Mexican-American children for school is the subject of this study. The San Antonio Urban Educational Development Center (SAUEDC) preschool program (N=16) uses an instructional program built on four structural components: (1) concept-affect formation, (2) development of sensory motor skills, (3) development of language skills, and (4) development of thinking processes. The second program (N=15) is a special Parent-School-Community Involvement project intended to encourage parental action to foster child development. Finally, three San Antonio Day Care Centers (N=14) funded as Head Start programs were examined. The subjects were all 3-year-old Mexican-American children. Each group was pre- and posttested on the Leiter International Performance Scale, the Peabody Picture Vocabulary Test (FORM A) in English, and Peabody (FORM B) in Spanish. Analysis of the test-generated data revealed that (as predicted) at pretest all the subjects scored substantially below national norms on instruments that required language in test administration and approximately at national norms on instruments that didn't require language in test administration. Furthermore, children in the SAUEDC program achieved significantly greater gains in I.Q. scores than children in either of the other groups.   [More]  Descriptors: Bilingual Education, Cognitive Processes, Concept Formation, Demonstration Programs

Fisher, John C. (1971). Bilingualism in Puerto Rico: A History of Frustration, English Record. The implementation of English language instruction presents problems for Puerto Ricans both in Puerto Rico and in the United States, as seen in New York City. In Puerto Rico, the role of English in the schools has always been a political issue with widespread implications. Both there and in the States, the greatest problem in English instruction is the lack of well trained, qualified teachers. To alleviate this problem, the Puerto Rican Department of Public Instruction is granting aid to 425 men and women to improve the teaching of English. Several universities in the States are instituting graduate and undergraduate programs designed to prepare teachers of English as a second language.   [More]  Descriptors: Bilingual Education, Bilingualism, Cultural Differences, English (Second Language)

Salinas, Guadalupe, Ed. (1971). Mexican-Americans and the Desegregation of Schools in the Southwest. It is noted in this article that Mexican American children, comprising the largest minority student group in the Southwest (17% of the total enrollment), have been neglected both educationally and legally. Thus, "Cisneros v. Corpus Christi Independent School District" (1970), which established Mexican Americans as an identifiable ethnic minority group for purposes of public school desegregation, is looked upon as providing a basis for hope for better education of Mexican American children. Further legally oriented discussion topics include the historical background of the Mexican American, discrimination in areas other than education, non-judicial recognition of Mexican Americans, the Chicano school cases, factors leading to segregation of Mexican American children (i.e., residential segregation and ability grouping), and the future of Mexican American desegregation in terms of the Southwest generally and "Ross v Eckels–The Houston Situation." Included are references to 152 legal citations.   [More]  Descriptors: Bilingual Education, Child Development, Court Litigation, Educational Improvement

Justman, Joseph (1971). An Evaluation of Non-Public School Participation in District Decentralized ESEA Title I Programs, 1970-1971 School Year. In the 1970-71 school year, 24 of the 28 local school districts in New York City submitting proposals for the organization of projects to be funded under Title I of the Elementary and Secondary Education Act of 1965 had provided for some degree of non-public participation in a total of 53 separate projects. The evaluation reported here is limited to two aspects of non-public school involvement: (1) evaluation of non-public school involvement in the planning of District decentralized Title I programs, and (2) evaluation of the functioning of those programs organized by 11 Districts in which services were made available only to non-public schools. Participation in planning took three forms: (1) direct participation in the deliberations of the District planning group on the part of the principals of the non-public schools in that District; or, (2) indirect participation in the work of the District planning group via a representative who transmitted the thinking of the principals of non-public schools who met as a subgroup; or, (3) direct planning for an individual non-public school through meetings of the school principal and District personnel on a one-to-one basis. In several districts, two of these approaches were utilized.   [More]  Descriptors: Bilingual Education, Compensatory Education, Federal Programs, Guidance Programs

Schweitzer, Paul; And Others (1971). Evaluation of Decentralized ESEA Title I Programs, District 23, New York City Board of Education, 1970-1971 School Year. At the beginning of the 1970-71 school year, eight ESEA Title I programs were implemented in Community District 23. The eight projects that were basic to the Title I program in District 23 included a Pre-Kindergarten Program, the basic aims of which were the development of language, perceptual, and cognitive skills in young children. A second project, a Special Primary Program, sought to raise the academic level of participating pupils, particularly those in grades K-3. A Strengthening Early Childhood Education Program was organized to foster reading readiness, listening and speaking skills, and growth in vocabulary and comprehension. To accomplish the goals of these and other projects in the District, a Paraprofessional Resource Program was instituted to train paraprofessionals and to promote the effectiveness of their work in the classroom. To increase the effectiveness of beginning teachers, Title I funds were used in a Teacher Training Project. The project also sought to increase the effectiveness of teacher-paraprofessional teams working in the classrooms. Two other projects included a Special Library Demonstration program and a Bilingual Program.   [More]  Descriptors: Bilingual Education, Cognitive Development, Compensatory Education, Early Childhood Education

O'Farrell, Brigid (1970). A Study in Child Care (Case Study from Volume II-A): "Tacos and Tulips." Day Care Programs Reprint Series. The Holland Day Care Center in Michigan serves a diverse community of Anglo children of Dutch ancestry and children of former migrant workers of Chicano, Black, Puerto Rican and Cuban origins who have settled in the area. Located in two churches which are about three blocks apart, the program divides children by ability and age into five classrooms with about 15 children per class. The program philosophy emphasizes social-emotional growth in a relaxed and unstructured atmosphere. Children are taught both Anglo and Spanish cultures in a bilingual approach. Volunteers from the community serve on the board of directors, policy advisory committee, personnel and finance committees. They also aid cooks and teaching staff, and male volunteers provide role models. Regular nutrition and health programs are provided by volunteer professionals and social services are available. Included in this report is information on center and staff organization, staff training, executive director's time-use chart, a table concerning use of resources and comments made by parents. An appendix provides sample parent involvement literature, word book samples for Spanish-speaking students, child guidance materials, and a career development plan for staff members. Descriptors: Bilingual Education, Bus Transportation, Career Opportunities, Community Involvement

Espinoza, Marta (1971). Cultural Conflict in the Classroom. A cultural conflict occurs between the Mexican-American child and the Anglo teacher within the classroom situation. Punishment for adherence to his own culture results in loss of identity for the Mexican-American child and increases his tendency toward what may be termed deviant behavior. The more weighted the school curriculum is toward the middle-class Anglo expectations, the more difficult it will be for the Mexican-American child to participate. Teachers and school personnel must accept and appreciate the significant contributions that other languages and cultures have made and can make toward enriching the American way of life. A positive atmosphere toward the Mexican-American must be established and the cultural gap must be bridged; total acceptance of the validity of another culture is what should and must be the end goal.   [More]  Descriptors: Biculturalism, Bilingual Education, Cross Cultural Training, Cultural Differences

California State Dept. of Education, Sacramento. (1970). Nuevas Vistas. A Report of the Annual Conference of the California State Department of Education (3rd, Los Angeles, April 24-26, 1969). The third Annual Nuevas Vistas Conference focused on the state's responsibility for providing equal educational opportunities for California citizens of Mexican descent. Practical solutions to the problems of educating Mexican American pupils were identified, and progress since the first Nuevas Vistas conference was reviewed. Included in the conference report are special presentations, progress reports of ongoing projects in Mexican American education, and summary reports of (1) model programs for the bilingual child, (2) small group workshops held during the conference, and (3) conference demonstrations of educational techniques and materials. Related documents are ED 020 844 and ED 033 808.   [More]  Descriptors: Adult Education, Bilingual Education, Conference Reports, Cultural Influences

Schweitzer, Paul; And Others (1971). Evaluation of State Urban Education Programs District 10, New York City Board of Education, 1970-1971 School Year. The administrative component provides personnel and services for the planning, implementing and supervising of all State Urban Education Programs and for the coordination of activities of all participating groups. The Strengthening Basic Skills in the Junior High School program has been recycled from the 1969-70 school year. The Multi-Sensory Program, also recycled, provides seven schools with specific equipment and instructional materials used in remediation. The Reading Diagnostic Center was reorganized so as to provide more intensive and more individualized reading instruction for primary children. The Guidance 'Interim' Class Program, designed to help students who had or may have a Superintendent's suspense hearing, or who had returned from a state institution, overcome their educational, social or emotional disadvantages. The Bilingual-Bicultural Program attempted to integrate Spanish language and culture into the classroom activities of children of both Spanish- and non-Spanish-speaking backgrounds. The Living Science Project introduced children to animals using the Bronx Zoological Park as their source. The Developmental Program in Personnel and Curriculum, a joint venture of District 10 and Lehman College, was comprised of teacher training and curriculum components.   [More]  Descriptors: Administrators, Bilingual Education, Compensatory Education, Elementary Education

Burkhard, Marianne (1974). Switzerland: Economy, Language and Politics. An overview of the economic policy, political structure, and four official languages of Switzerland is presented. The following topics are discussed: (1) economic expansion without natural resources, (2) linguistic diversity, (3) Swiss-German, and (4) politics and governmental organization.   [More]  Descriptors: Bilingual Education, Bilingualism, Demography, Economic Development

Kabotie, Michael; And Others (1970). Community Background Reports: Second Mesa Day School; Hopi-Mishongnovi, Shipaulovi, Shungopavy Villages and Sunlight Baptist Mission. National Study of American Indian Education, Series I, No. 12, Final Report. As part of the National Study of American Indian Education, this paper is a community and educational background report of the Hopi villages found on Second Mesa, Arizona. The report includes location and climate of the villages, village structure, population, economic factors, social and political structure, dress, transportation, and recent developments. The educational description includes the discussions of the physical plant, finance and administration, school staff, students, curriculum, new education programs, and school and community attitudes. Descriptors: Adult Basic Education, Agencies, American Indians, Attitudes

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