This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Austin Education Service Center Region 13, George A. Gill, Strasbourg (France). Council for Cultural Cooperation, Rosina M. Gallagher, Ghislaine Girard, K. Balasubramonian, Washington Office of Education (DHEW), Washington Supreme Court of the U. S., Joseph H. Ramey, and John U. Ogbu.
(1973). Modern Languages in School. The Committee for General and Technical Education of the Council of Europe commissioned a comparative study of modern language teaching in European primary and secondary schools, the results of which are presented here. School systems and plans of primary and secondary education in the 21 member states of the CCC are reviewed, along with the languages taught and types of programs used; and the statistics are charted in tables. Frequency and length of language periods in schools are also diagrammed; there is considerable variation in years of study and periods per week, depending on the number of languages taught and the school's emphasis. The average number of pupils per class in all countries ranged between 20 and 30. Everywhere, a main aim of modern language teaching was to give students a practical working knowledge of a language for better international communication and understanding. Efforts are being made to modernize language instruction, and five methods are being used by teachers; grammatical (on the point of disappearing from the schools), direct or oral, modified direct, audiovisual and applied linguistics or structural. Final examinations, teacher training and future aims are noted, and appendices include a questionnaire and Council of Europe resolutions on expansion and improvement of language teaching. [More] Descriptors: Applied Linguistics, Audiovisual Instruction, Bilingual Education, Bilingualism
(1973). El Dia de los Muertos — Libreto. (The Day of the Dead — Notebook.). On November 2, all Mexican Americans remember their dead as Mexico does on that same day. Called "El Dia de los Muertos" (Day of the Dead), the dead are remembered posthumously with flowers, candles, music, prayers, chants, and wreaths. The people go to cemeteries to clean tombs, lay fresh or artificial flowers on them, and pray for peace for each soul. Some persons take a priest who says masses to help the dead rest in peace. Dia de los Muertos also has some amusing features such as "claveras" which are satirical and mocking verses addressed to well-known persons or groups in public life, dancing skeletons on sticks with clay faces and limbs, and sugar skulls. Examples of several "claveras" are given. [More] Descriptors: Bilingual Education, Cultural Activities, Cultural Background, Death
(). Project Brave Bulletin, Vol. 3, No. 7. This bulletin presents news and opinions of the staff of Project Brave of the St. John Valley in northern Maine. Included in this issue are reports on the theme of the meeting of the National Council of Teachers of English in 1972, news of the implementation of a bilingual program, a discussion of the importance of self-concept in children, reasons for teaching reading at home, and many photographs of activities at Project Brave. The text of the bulletin is in English, with one poem in French. [More] Descriptors: Bilingual Education, Bilingual Schools, Bilingualism, Bulletins
(1973). The Effects of the Bilingual Spanish/English Television Series "Carrascolendas" on the Oral Language Skills of Selected Primary Children. The purpose of this study was to measure the learning effects of "Carrascolendas," a Spanish/English television series, on selected primary school children in Pueblo, Colorado. The subjects, 160 randomly selected children, were tested with two criterion referenced tests, one in Spanish and one in English. Ten weeks after viewing the series, 128 of the same children were posttested. To test the null hypotheses, posttest scores were analyzed (1) between children who viewed the series and children who did not, (2) between Mexican-American and non-Mexican-American children, and (3) among kindergarten, first, second, and third grade levels. The experimental group consisted of 48 Mexican-American and 48 non-Mexican-American children. The control group consisted of 16 Mexican-American and 16 non-Mexican-American children. The results suggested that viewing "Carrascolendas" helped the achievement of primary children, especially Mexican-American children at the first grade level. Descriptors: Bilingual Education, Bilingualism, Communication Skills, Doctoral Dissertations
(1974). Supreme Court of the United States, Lau et al. v. Nichols et al. With this decision the Supreme Court of the United States reversed the judgments of lower courts and found that the failure of the San Francisco school system to provide English language instruction to approximately 1,800 students of Chinese ancestry who do not speak English denies them a meaningful opportunity to participate in the public educational program. The school system is therefore in violation of Section 601 of the Civil Rights Act of 1964, which bans discrimination based "on the ground of race, color, or national origin," in "any program or activity receiving federal financial assistance," and the implementing regulations of the Department of Health, Education, and Welfare. [More] Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Chinese Americans
(1974). Parameters of Institutional Change: Chicano Experience in Education. During the 1960's, the Chicano movement directed considerable attention, energy, and resources toward educational change. The predominant mood was optimism and anticipation of major institutional change; the predominant tactic used was militant confrontation. Countless confrontations occurred and numerous plans and strategies for educational change were formulated during this period. These led to varying degrees of change. Composed of 2 parts, this publication examines and assesses the Chicanos' efforts to create institutional change. Case histories of Chicano experiences in attempting to create educational change are discussed in Part I. Among these are: (1) the Los Angeles Blowouts in East Los Angeles in March-April 1968; (2) the conference in Santa Barbara in April 1969 which resulted in "El Plan de Santa Barbara"; (3) Chicano Commencement which was a mass walkout of the June commencement at San Jose State College in 1968; and (4) the Bilingual/Bicultural program in Silver City, New Mexico. Part II consists of conceptual essays bearing directly on experiences described in the case histories that reflect on the cultural relevance and the idealogical, legal, and political characters of educational institutions. Descriptors: Bilingual Education, Case Studies, Change Agents, Change Strategies
(1974). The Effect of Personal and Impersonal Rewards on the Learning Performance of Field Independent-Dependent Mexican-American Children. The effect of cognitive style and learning conditions on the rote verbal learning performance of Mexican American subjects classified as field independent or field dependent was investigated. Field dependent referred to a strong perceptual influence caused by the context or background while field independent referred to an ability to overcome the influence of a surrounding perceptual field. The sample consisted of 44 Mexican American children, 9 1/2 to 12 years, enrolled in a Southern California public school. The Portable Rod and Frame Test classified subjects as field independent or dependent. The learning component consisted of 3 stages: (1) the response learning stage, which reflected when the subject recalled the response as a unit, (2) the associative one stage, which reflected the first correct association between stimulus and response, and (3) the associative two stage, which indicated actual mastery of the correct association. The subjects were tested in a distraction free room within the school by Mexican American experimenters. One half of the subjects from each group were randomly assigned to one of 2 learning conditions: personalized and impersonalized rewards. Results demonstrated that Mexican American children, regardless of cognitive style, required fewer trials when personal rewards were employed. The present study failed to reflect field independence/dependence as a major dimension of individual differences. [More] Descriptors: Associative Learning, Bilingual Education, Cognitive Processes, Educational Research
(1974). Developmental Characteristics in the Bilingual-Bicultural Preschooler as Measured by the "Minnesota Child Development Inventory.". Three major purposes of this investigation were: (1) to identify, evaluate, and adapt a standardized instrument that may be used in the evaluation of Spanish-English bilingual preschool programs; (2) to compare the norms based on the standardization sample with those on a local sample; and (3) to identify an index of general development for the target group in terms of both local and original Minnesota Child Development Inventory (MCDI) norms. The sample included 364 preschoolers of lower middle socioeconomic, Spanish-speaking families in a large metropolitan area in the Midwest. The results of the study indicate that, while the comprehensive nature of the MCDI warrants its use in similar programs, local norms especially suited to the specific population should be developed. The desirability of alternate administration techniques is also evident. [More] Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Family Characteristics
(1974). Guide to Title VII ESEA Bilingual Bicultural Projects. 1973-1974. This is a revised and expanded descriptive guide and directory to bilingual-bicultural educational programs funded during FY 1973-74 through Title VII of the Elementary and Secondary Education Act of 1965, as amended. There are 211 projects, in 32 states and territories, in which 26 languages are taught. The programs operate in the various languages at all grade levels, from preschool through senior high. Each program is described here in the form of an abstract. The abstracts are arranged alphabetically by state, then by city or town, and then by project title or district number. The following information is included in each abstract: (1) the name of the project; (2) the local education (or grantee) agency; (3) the project director's name, telephone number, and contact address; (4) statistical data; (5) statements about staff development, management activities, instructional materials used, instructional content areas, classroom organization, parental and community involvement activities; and (6) a description of the evaluation component of the project. The project descriptions for each state are preceded by a summary statement of the scope of Title VII programs in that state. The appendixes contain four tables that provide a statistical overview of all the bilingual-bicultural educational programs funded by Title VII during FY 1973-74. [More] Descriptors: Biculturalism, Bilingual Education, Elementary Education, Elementary Secondary Education
(1974). Index to the "Journal of American Indian Education", Vol. 1, No. 1, 1961 – Vol. 13, No. 2, 1974. Articles that appear in the "Journal of American Indian Education", Vol. 1, No. 1 (June 1961) through Vol. 13, No. 2 (January 1974), inclusive, are annotated in this index. Each of the approximately 190 citations gives: (1) title of article/manuscript, (2) author(s), (3) volume, number, pages, and date, and (4) subject annotation. Although most of the articles focus on education, such subjects as cultural background, discrimination, needs, values, and art are presented for American Indian tribes and Eskimos. [More] Descriptors: Abstracts, American Indian Reservations, American Indians, Bilingual Education
(1972). Training of Native Teachers in Quebec. In 1962, following the discovery of valuable natural resources in Northern Quebec, the Government of Quebec decided to commit itself to Eskimo and Indian affairs in the area, preparing these people who were already physiologically and psychologically adapted to the territory so that they could play a personal role in its development. An educational training program was established for the entire population, both young and adult, with the eventual goal of preparing Native teachers to manage their own schools. All subjects in the program's first cycle (grades K-2) were taught in the Native language since it was felt that an early emphasis on the mother tongue would enable the students to succeed to new concepts and forms of expression, even those not in a familiar milieu, more easily than they would using French or English. Subjects were changed to a second language in the higher grades. Initially, teaching assistants were chosen locally, serving a 3 year classroom apprenticeship under the southern teachers, after which they were given the opportunity to improve their personal education. Answers must still be found, however, for the problems that arose from the confrontation of 2 radically different ethnic groups. Even if Eskimo is the language of instruction, the program itself belongs to an alien culture. It was not surprising, therefore, that the Eskimo adults, including the teacher aides, did not feel that the school was an integral part of their community. Descriptors: Adjustment (to Environment), American Indians, Bilingual Education, Bilingual Teacher Aides
(1974). An index to the Education Amendments of 1974. A Report to the States. ECS Report No. 60. This is a comprehensive index and summary of the 1974 amendments to the Elementary and Secondary Education Act of 1965. An introductory section provides an overview of the new legislation and discusses the expected development of new federal regulations to ensure compliance with provisions of the amended Act. The bulk of the report consists of an extensive index that is organized topically. Within each broad topic, subsections are devoted to specific provisions of the Education Amendments of 1974. Each subsection lists applicable sections and page numbers of the law and briefly summarizes relevant provisions. The appendix reproduces a sequential listing of the titles, sections, and subsections of the Amendments and provides the page numbers that were not included in the original government version. [More] Descriptors: Bilingual Education, Elementary Secondary Education, Equalization Aid, Federal Aid
(1974). Emerging Role of the Teacher Aide in Navajo Education. A Guide Book. Based on the experiences of 52 Navajo teacher aides in a 10 week training course (1974), this teacher aide guide book for all grade levels is primarily descriptive, though "helpful hints" are provided for teacher aides in Bureau of Indian Affairs schools for Navajo children. Emphasizing the importance of the teacher aide's role in the "team teaching process", teacher aides are encouraged to envision their role as a "vital link in the team teaching process" and to seek further professional training so that they ultimately qualify as teachers. Brief sections on the American Indian, in general, and the history of Indian education, in particular, are followed by chapters dealing with: curriculum development (definitions, contributions, and suggestions); language arts (emphasis on the importance of communication skills); the English phonetic system (illustrations, arranged for easy reproduction, include pictures with written and printed alphabets); storytelling (the art of stimulating storytelling is described with examples of stories told by children); creative activities (25 specific activities); counseling (approaches); parent/teacher relationships and parent/teacher aide relationships (emphasis on the importance of communication); role differentiation (examples of practices considered both helpful and detrimental to the teaching-learning process); and illustrated creative projects. [More] Descriptors: American Indians, Bilingual Education, Counseling, Creative Activities
(1974). The Next Generation: An Ethnography of Education in an Urban Neighborhood. This book is about education in Burgherside, a low-income neighborhood in Stockton, California, the majority of whose residents are blacks and Mexican-Americans: They make up about 92% of the elementary school population. The study reported here probes into the reasons for many children from the neighborhood failing in public schools. The goal was to study how the people in Stockton, including Burghersiders, conceptualize their educational system and their place in it, and how these conceptualizations influence the way they behave within the institution. The author spent a total of 21 months (September 1968 to May 1970) doing the study. He lived in Stockton during the first 16 months and then visited the city every other week for interviews lasting 2-3 days. The research covered the following setments of the community: (a) Burghersiders; (b) residents of adjoining neighborhoods attending the same junior and senior high schools with Burghersiders; (c) organizations and leadership representing the interests of the subordinate minorities in the wider community; (d) school personnel; (e) taxpayers, principally the middle-class Stocktonians and the organizations they formed to assist with "problems" of Burghersiders and similar groups. Descriptors: Academic Failure, Bilingual Education, Black Students, Cultural Influences
(1971). Tile II Personnel Give High Priority to Right to Read; ESEA Title II and the Right to Read Notable Reading Projects. Notable reading projects funded under Title II are described in this report. The projects range from a bilingual program for Spanish-speaking pupils in eighteen schools in Washington, D.C., to the provision of relevant reading materials to neglected and delinquent youth in four special schools and correctional institutions in a California county. Other projects described include secondary school reading in the content fields, black studies, a parent-teacher-student reading program, and a paper back book library. Each report includes the objectives, a brief description, the number of pupils served, the amount of funds granted, an evaluation, and the name and address of the director. [More] Descriptors: Audiovisual Aids, Bilingual Education, Content Area Reading, Correctional Education