This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Washington Office of Education (DHEW), Inc. Heuristics, Richard F. Purnell, Inc. Exotech Systems, New York Institute for Educational Development, Brooklyn New York City Board of Education, Kal Wagenheim, Albert R. Griffith, Daniel J. Dieterich, and Javier Albo.
(1974). Evaluation of the Chelsea Title VII Bilingual Program, 1973-1974. This report presents the evaluation of the Chelsea Bilingual-Bicultural Program for the 1973-1974 academic year, a project funded by Title VII of the 1965 Elementary Secondary Education Act, as amended, and also by the city. Program staff included the following: program director, materials specialist, community worker, English as a Second Language specialist, six bilingual teachers responsible for instruction in both languages (English and Spanish) in all academic areas in grades 1-3, six teacher aides, and a secretary. The program operated at the first through third grade levels in two schools. There were three program classes in each school, one at each grade level. Classes were generally divided into two main groups according to language dominance, and these groups were subdivided into smaller groups according to ability levels. With a teacher and an aide in each class, small group and individualized teaching techniques were the most frequently used instructional approaches. Class sizes ranged from a low of 17 to a high of 24 students. This report presents the summative assessment. The report first presents the evaluation procedures for program assessment. This is followed by a description of the program and a discussion of the instructional and management components. [More] Descriptors: Biculturalism, Bilingual Education, Bilingual Teacher Aides, Bilingual Teachers
(1974). List of Materials Developed by the Eskimo Language Workshop. This bibliography consists of materials in Yup'ik and English prepared for levels K-3. Most of the entries are books, primarily fiction suitable for the primary grades. The nonfiction books are teachers' handbooks, instructional materials, and other teaching aids. In addition there is a list of newly completed or reprinted instructional or testing materials on various subjects in Yup'ik and English. Video tapes, filmstrips, and taped recordings in Yup'ik are also listed, as well as ESL materials and sets of questions for the books in Yup'ik and English. Descriptors: American Indian Languages, Audiovisual Aids, Bibliographies, Bilingual Education
(1974). Idiomas, Escuelas y Radios en Bolivia. Cuadernos de Investigacion 3. (Languages, Schools and Radios in Bolivia. Investigative Notes Number 3). Bolivia has a multilingual population divided among three language families: Spanish, Quechua, and Aymara. In practice, however, the country has a monolingual system, since Spanish is the language of government, education, and professional and technical fields, and dominates in urban areas. Quechua and Aymara prevail in rural areas and in native music, folklore, and religion. The schools are operated in Spanish, under the theory that linguistic unification will provide equal education and integrate the nation. One result is that education ignores the rural and native identity and reinforces patterns of discrimination and inferiority, when a multilingual-multicultural educational system would be more responsive to the people's needs. For many rural people, radio is a major source of information and entertainment. Although most broadcasts are in Spanish, the few native-language programs attract many listeners and help develop an awareness of the multilingual society, thereby changing the attitudes of both the dominant and submerged cultural groups. Radio as an educational tool may achieve results superior to traditional educational methods by: (1) creating a Quechua and Aymara solidarity through native-language broadcasts of popular appeal, and (2) providing an outlet for linguistically diverse groups and involving them in active learning. [More] Descriptors: Aymara, Biculturalism, Bilingual Education, Bilingualism
(1972). A Guide for Teachers and Librarians with Suggestions for Teaching Indian Students. Prepared by a committee of the Oklahoma Curriculum Improvement Commission, this resource booklet is designed for teachers and librarians who work with Indian students. In chapter 1, the emphasis is on helping the teacher understand the Indian, his problems, his culture, and his past. A list of Indian customs and beliefs, contrasted with those of the non-Indians is included. Chapter 2 is devoted to a description of Indian contributions to our society. The responsibility of the school librarian toward the Indian student is treated in the third chapter. Suggestions are given with a view to helping the librarian start and maintain an active working relationship with the principal and faculty in supporting the Indian student's needs. In the final chapter, practices in Indian education and resources available in the public schools of Oklahoma are described. The Johnson-O'Malley Program, a federally funded contract between the Oklahoma Department of Education and the Bureau of Indian Affairs, is summarized. The guide concludes with a selected bibliography of books, pamphlets, and audiovisual aids pertaining to the education of Indians. [More] Descriptors: American Indian Culture, American Indian Languages, American Indians, Bibliographies
(1970). Politics and Education in Puerto Rico: A Documentary Survey of the Language Issue. This compilation, which is divided into three parts, brings together essays and documents representing a wide variety of views of the language question, especially as that issue relates to prospects for statehood and independence. Part 1 provides a general overview of the school language issue and evaluates the role that North American leaders play in fostering Puerto Rico's ambivalent nationality. In the opening essay, Gordon Lewis expresses the separatist's suspicion of English instruction. That the goals of language instruction have indeed been tied to the vagaries of political status is suggested in Secretary of Interior Harold Ickes' celebrated letter of May 22, 1943. Part 2 focuses on the significance of having English as the principal medium of instruction in many private schools. Commonwealth status has been accompanied by an increased stress on English in many private schools and a rapidly growing gap in quality and emphasis between public and private education. Roman Catholic schools, being the most numerous and influential of the private schools, have been the most frequent targets of criticism. Part 3 places Puerto Rico's school-language problems in a cross-cultural perspective, allowing us to use the experiences of other groups to assess the potential consequences of alternative language policies. Descriptors: Acculturation, Bilingual Education, Catholic Schools, Cultural Education
(1974). "Thorough and Efficient" Public School Education for Puerto Rican Children in New Jersey. On April 3, 1973, the New Jersey Supreme Court declared that the current method of financing the state's public school system violates the requirement of the New Jersey constitution that: The legislature shall provide for the maintenance and support of a thorough and efficient system of free and public schools for the instruction of all children in this state between the ages of five and 18 years. In this document, the Puerto Rican Consortium For a Thorough and Efficient Education presents the views of New Jersey's Puerto Rican community on the issue of a "thorough and efficient" education. This document lists priorities which are viewed as essential if children of Puerto Rican birth or parentage in New Jersey are to receive a "thorough and efficient" education. Among the priorities are: (1) Allocation of public school funds based on needs. (2) Establishment of bilingual/bicultural programs for all children whose English-language deficiency prevents them from effectively taking part in the learning process. (3) Affirmative action to recruit and train Puerto Rican and other Hispanic personnel for professional positions in teaching and related support services. The views in this document were solicited at conferences and public meetings, in "man on the street" public polls, and by requesting written studies and position papers from professionals engaged in studies of education. [More] Descriptors: Bilingual Education, Community Attitudes, Educational Needs, Educational Objectives
(1974). Evaluation Report of the Fall River Middle School Research and Development Center Title VII Program, 1973-1974. This report presents the evaluation of the 1973-1974 Fall River Middle School Research and Development Center, a project funded by ESEA Title VII as a model demonstration bilingual program beginning in 1972-1973. The evaluation focused on the assessment of the degree of accomplishment of product objectives for each component of the program. The program had a total enrollment of 244 students–161 Portuguese dominant students and 83 English dominant students. The program served 119 fifth grade and 127 sixth grade students. Fifth grade English dominant students were selected for the program from the fourth grade student population who would normally be going into the fifth grade during the 1973-1974 school year. Fifth grade Portuguese dominant students were selected through consideration of two factors in addition to their language dominance–school age and neighborhood. The sixth grade students are last year's fifth grade bilingual students. The staff included the following personnel: project director, staff development specialist, English as a Second Language Coordinator, guidance counselor, parent-community coordinator, four curriculum specialists, 12 teachers, four teacher aides, and an audio-visual materials development assistant. The average class size for the 12 classes–four each at the three participating schools–was 20 students per class. [More] Descriptors: Bilingual Education, Community Involvement, Curriculum Development, English (Second Language)
(1974). Final Evaluation Report for Alaska Native Education Board, Inc., 1973-74. First Year of the Bilingual/Bicultural Program. The ANEB bilingual/bicultural programs were in operation in eight rural communities in Alaska in 1973-74. This evaluation is based on the results of interviews with members of the community, staff, and student body. The information collected was in four areas: (1) fall 1973 student pretest information; (2) spring 1974 student posttest information; (3) winter-spring 1974 community reactions; (4) spring 1974 staff reactions. The questions presented to the students tested their knowledge of present and past native cultures. The results demonstrated a marked increase in knowledge of historical culture due to the instruction of the bilingual/bicultural programs; their knowledge of the present native culture was already high. In regard to reading and speaking skills in native languages, 68 percent of the children were able to read some of the native language materials by spring 1974, but there is still room for movement toward equal native/English-speaking ability. Virtually all of the students involved were enthusiastic about the programs. In addition, wide community support of the programs was shown from a random sampling of members of the community. Finally, 14 of 16 staff members questioned wanted the program to continue. [More] Descriptors: American Indian Languages, Biculturalism, Bilingual Education, Community Support
(1973). Community School District 1: An Evaluation of the ESEA Title I Programs. Final Report. This report reviews 13 programs funded under Title I of the 1965 Elementary Secondary Education Act. The Bilingual-Bicultural Program was also funded under Title VII of the ESEA. The Elementary bilingual program promoted academic achievement, English competence, and exposure to cultural heritage. The Chinese bilingual program served pupils in grades 4-6. The secondary bilingual program was designed to meet the academic needs of Spanish-speaking students. The Strengthening Early Childhood Program reduced the adult-pupil ratio in K-2. Operation Return was a within-school alternative program operating at both secondary and primary levels. The Educational Alliance Mini-School was an alternate school activity for the children of Junior High School 56. The Auxiliary Educational Career Unit Program provided inservice support to paraprofessionals. The Special Reading Services Program operated a clinic for pupils entering the third and fourth grades. Homework Helper Program was an afterschool tutorial program. The Prevention and Remediation of Reading Disability Program's activities were carried out primarily in three District 1 schools. The Columbia Street Preparatory Program was a minischool. The Nonpublic Schools Program placed 14 paraprofessionals in the nonpublic schools of District 1 during the 1972-73 school year. [More] Descriptors: Bilingual Education, Bilingual Schools, Chinese Americans, English (Second Language)
(1973). Portuguese-English Bilingual Test Development (Providence, Rhode Island, FY 1973). Final Report. This report discusses the work accomplished during fiscal year 1973 by the Providence Portuguese-English Bilingual Test Development Project, the purpose of which was to develop a series of ability tests useful to Portuguese-English programs. English as a second language (ESL) and Portuguese as a second language (PSL) achievement test videotapes were revised and produced in final form. Procedures for providing empirical information about the reliability and validity of the achievement tests were established and implemented. Four activities for fiscal year 1974 were recommended: (1) improved versions of the aptitude tests and a user's are to be prepared; (2) teachers are to be trained in the use of the tests; (3) a training tape is to be produced for the administering of the aptitude tests and for the collecting of the second-stage data; and (4) reporting of the analyses of the data should be incorporated into the manuals. An appendix contains sample items from the ESL and PSL aptitude and achievement tests. [More] Descriptors: Bilingual Education, Data Analysis, Data Collection, English (Second Language)
(1973). Description of Bilingual Programs Funded by Title III, ESEA. This booklet presents descriptions of 3 bilingual programs funded by Title III, ESEA: The East Harlem Pre-School, the Bilingual Elementary School Program, and the Bilingual Resource Center. Program objectives are included. [More] Descriptors: Biculturalism, Bilingual Education, Bilingualism, Educational Policy
(1973). Annotated Bibliography of Research in the Teaching of English: January 1, 1973 to June 30, 1973, Research in the Teaching of English. This 180-item annotated bibliography covers research in the teaching of English, published between January 1, 1973, and June 30, 1973. Subject headings include "Literature, Humanities, and Media,""Written and Oral Communication,""Language "Literature, Humanities, and Media,""Written and Oral Communication,""Language and Verbal Learning,""Bilingual and Bidialectal Programs,""General English Curriculum," and "Testing and Evaluation." Subject categories are further divided according to reviews of research, status surveys, preschool and elementary, secondary, college and adult, special education, and teacher training. [More] Descriptors: Annotated Bibliographies, Bilingual Education, Educational Research, Educational Testing
(1974). Evaluation of the Impact of ESEA Title I Programs for Migrant Children of Migrant Agricultural Workers. Volume I–Executive Summary, Summary of Findings, and Recommendations. Final Report. The legislative mandate of Section 507, 1972 Education Amendments (PL 92-318), called for an evaluation and assessment of Title I (1965 Elementary and Secondary Education Act) operations and their impact on migrant students. Emphasizing a comprehensive description of program activities, the study did not attempt to measure educational quality by quantitative techniques, other than by some attitude questions asked of teachers, teacher aides, migrant students, and parents. The sampling plan provided an in-depth view of program activities in California, Florida, Texas, Colorado, Michigan, New Jersey, New York, North Carolina, Ohio, and Washington. Analysis method was to: (1) compile answers by subject and type of respondent; and (2) aggregate the data by State. Measures of central tendencies in response to questions were also derived and reported. The report is in 4 volumes; this volume (I) contains the contractor's executive summary, findings, recommendations, and the U.S. Office of Education's executive summary. Among the findings are: (1) migrant students fall behind their peers in academic achievement and grade levels, especially in grades 3 and 4; (2) most drop out of school before the 9th grade; and (3) a lack of uniform and coordinated planning and implementation results in duplication and gaps in service delivery. [More] Descriptors: Attitudes, Bilingual Education, Community Involvement, Educational Assessment
(1973). An Evaluation of District Decentralized Projects–ESEA Title VII Program–in Community School District 14 of the New York City Public School System. Final Report. This is the final report of the Institute for Educational Development's evaluation of District 14's 1972-73 Title VII, 1965 Elementary Secondary Education Act, program. The Bilingual Early Childhood Center Program has completed its third year of operation. This year the program served approximately 200 students divided into seven classes; one prekindergarten, two kindergarten, two first grade, and two second grade classes. The staff included a project director, two community-liaison workers, seven teachers, and 11 paraprofessionals. About 85 percent of the students were Spanish-dominant. The aim of the bilingual program is to offer a school program in which children receive instruction in both English and Spanish depending on language dominance. According to long-range objectives in the area of academic performance, students should be at or above grade level in listening, speaking, reading, and writing in English by the end of the fourth grade. Furthermore, children should also be competent in Spanish. Another long-range goal is the creation of a positive orientation toward school. The instructional program consisted of language arts, mathematics, science, social studies, music, arts and crafts, and storytelling. The Distar instructional program was used for language arts and reading. [More] Descriptors: Bilingual Education, Decentralization, English (Second Language), Kindergarten
(1972). Title II Task Force Issues Reading and Media Selection Aid; ESEA Title II and the Right to Read Notable Reading Projects. The 21 reading projects described in this report range from a bilingual reading project for second-grade students to a secondary school reading project in career education. Objectives of some of the other projects described include: to motivate pupils to read for pleasure, to develop skill in reading and learn the use of reference materials in the social studies, to involve parents in stimulating their children to develop desirable attitudes toward reading and learning, to increase the ability to read effectively in the content areas, to create a total program of individualization in reading and the language arts, and to develop positive self-concepts so that students are motivated to learn and are able to achieve success in reading. The title, the objectives, a brief description, the number of pupils served, the amount of funding, an evaluation, and the name and address of the director are provided for each project. [More] Descriptors: Bilingual Education, Career Education, Content Area Reading, Elementary Secondary Education