Bibliography: Bilingual Education (page 702 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Wanda McCracken, Washington Congress of the U.S., Brooklyn New York City Board of Education, CA. San Francisco Unified School District, Arturo Pinon, Peter Jurado, Washington Bureau of Indian Affairs (Dept. of Interior), Polly Addy, Wallace E. Lambert, and Irene Kwok.

New York City Board of Education, Brooklyn, NY. Bilingual Resource Center. (1973). Description of Bilingual Programs Funded by the State Urban Education Program: I. Quality Incentive Programs, II. Community Education Centers. This booklet presents a description of bilingual programs funded by the State Urban Education Program, which include Quality Incentive Programs and Community Education Centers. There are descriptions of 13 separate programs and a list of objectives for each one. Enrollment statistics are included when applicable.   [More]  Descriptors: Biculturalism, Bilingual Education, Bilingualism, Community Education

Pryor, Guy C. (1969). Evaluation of the Bilingual Project of Harlandale Independent School District, San Antonio, Texas, in the First, Second, and Third Grades of Four Elementary Schools During 1968-69 School Year. The document is an evaluation of the Bilingual Instructional Project in the 1st, 2nd, and 3rd grades of 4 elementary schools in the Harlandale Independent School District, San Antonio, Texas, during the 1968-69 school term. Evaluation of the 1st grade included a mental ability and readiness test–pretest and posttest. At the 2nd grade level, the Science Research Associates Achievement Test in Reading was given as a pretest and the Inter-American Series was given as a posttest. For the 3rd grade, the Science Research Associated Achievement Test in Reading was given as a pretest and posttest. Eight conclusions are given–e.g., there was no discernible difference in language achievement by 2nd and 3rd grade pupils between the bilingual and the control groups as measured by reading tests in English. The 11 recommendations encourage better organization, better planning, leadership that is more readily available, closer support by the principals, and more materials. A closer evaluator contact with the program is also recommended. (For related documents, see RC 007 266, 267.)   [More]  Descriptors: Bilingual Education, Elementary Education, Federal Programs, Grade 1

Bureau of Indian Affairs (Dept. of Interior), Washington, DC. (1973). Indian Education: Steps to Progress in the 70's. The booklet acquaints individuals with the Federal education programs serving American Indian students. Included are brief reports on some of the innovative approaches to education–i.e., individualization and open classrooms–in Bureau of Indian Affairs (BIA) schools. It delineates the broad parameters of the BIA's efforts in school operation, assistance to Indian college students, adult education, and cooperation with public schools enrolling Idian students. It gives information on the important movement of the past few years toward increased Indian participation in their education programs. It is felt that this booklet indicates the determination, on the part of the Indian people, the BIA, President Nixon, Congress, and people of the United States to keep these promises so that the 70's will be a period of educational growth and progress for American Indians.   [More]  Descriptors: American Indian Reservations, American Indians, Bilingual Education, Boarding Schools

Kwok, Irene (1974). Chinese Cultural Resource Book (For Elementary Bilingual Teachers). This publication was prepared using funds provided by 1965 Elementary Secondary Education Act Title VII to the Chinese Bilingual Pilot Program. Teachers instructing in bilingual programs or in multicultural programs know the difficulty of introducing Chinese traditions to children without any resource guides or educational materials. This resource book is intended to provide some reading references to assist the teachers in these fields. The materials in this book are based mostly on personal experiences and research. Although these customs were experienced when the author was a child living in Hong Kong and Canton, they are still practiced in the Chinese-American communities today. The materials in this resource book are intended for teachers in the Chinese Bilingual Bicultural Programs. There are six sections: stories, poems, songs, games, art projects, and recipes. Each section is related to the five major Chinese festivals–Moon Festival, Winter Festival, Chinese New Year, Ching Ming, and Dragon Boat Festival. Some materials are also related to seasonal, transportation, and family topics. The story section includes Chinese legends, myths, and folktales.   [More]  Descriptors: Bilingual Education, Bilingual Teachers, Childrens Literature, Chinese Americans

Congress of the U.S., Washington, DC. Senate Committee on Labor and Public Welfare. (1973). Education Legislation, 1973. Hearings Before the Subcommittee on Education of the Committee on Labor and Public Welfare, United States Senate. Ninety-third Congress, First Session, on S.1539. To Amend and Extend Certain Acts Relating to Elementary and Secondary Education Programs, and for Other Purposes and Related Bills. Part 6. This volume of hearings on categorical aid programs contains statements by federal and State legislators, educators, concerned citizens, and other groups affected by categorical aid programs. The speakers discuss proposed modifications of existing programs in the elementary and secondary education areas. (Pages 2,267 and 2,450-2,452 may reproduce poorly.)   [More]  Descriptors: Bilingual Education, Dropout Prevention, Educational Innovation, Educational Legislation

San Francisco Unified School District, CA. (1974). The Chinese Bilingual Pilot Program, ESEA Title VII, 1974: Program Guide. The 1965 Elementary Secondary Education Act Title VII Chinese Bilingual Pilot Program is a bilingual/bicultural program the purpose of which is to provide for the special educational needs of children who have limited English-speaking ability, who come from environments where the dominant language is one other than English, and who come from low-income families. The program is charged with developing and disseminating Chinese bilingual/bicultural curriculum materials, providing instruction in both English and Cantonese in the basic subject areas, providing the parents of our students with second language instruction in English and Cantonese, and developing an educational prototype which might serve as a replicable model for the development of a K-12 bilingual/bicultural program.  A student in the program divides his school time between two teachers in two different classrooms: an English component class and a Chinese bilingual component class. The student will spend half the day in one class and the other half in the other. In some grades the alternation between components is every other day. The students are offered the following subjects: English reading and writing, Chinese reading and writing, spoken English, spoken Cantonese, mathematics, social studies/science, music, physical education, and art.   [More]  Descriptors: Bilingual Education, Chinese, Conversational Language Courses, Curriculum Development

Lambert, Wallace E. (1973). Culture and Language as Factors in Learning and Education. Similarities among ethnolinguistic groups are greater than differences. It is the belief in the influence of culture and language on basic structures of thought and personality that divides groups, not the structures themselves. However, linguistic differences among ethnic groups are real. The linguistic distinctiveness of a particular ethnic group is a basic component of its members' personal identity; thus, ethnicity and language become associated in the thinking of those inside and outside the group. Three questions based on these assumptions are currently being studied: (1) Do beliefs about a particular ethnolinguistic group affect the efficiency of learning that group's language? (2) Is there any basis to the belief that in becoming bilingual or bicultural cognitive powers are dulled and identities are diluted? (3) Should minority groups try to maintain their ethnolinguistic identities and heritage in the North American setting? Research on English-Canadians learning French demonstrated that attitudes held toward the French strongly influenced the learning of the language. As for bilingualism, French-Canadian bilingual students tested higher than carefully matched monolinguals on both verbal and nonverbal measures of intelligence. Also, testing of adolescent boys of mixed French-English parentage demonstrated that there is no basis for the belief that biculturalism produces a loss of identity. Finally, results of work with French-Canadians, and French-Americans in Maine, substantiate the need for the maintenance of minority ethnolinguistic identities.    [More]  Descriptors: Bilingual Education, Bilingualism, Cognitive Processes, Cultural Background

Bureau of Elementary and Secondary Education (DHEW/OE), Washington, DC. Div. of Compensatory Education. (1972). Title I ESEA Case Study: The Bilingual Program, Tucumcari, New Mexico. More than three-fourths of the Nation's school districts receive funds for improving opportunities for educationally deprived children in low-income areas under Title I of the Elementary and Secondary Act. The Division of Compensatory Education, which administers Title I in the U.S. Office of Education, has examined a number of successful projects. These projects can be used as examples for other school districts implementing similar programs. The case studies of these examinations comprise a series which describes what is being done in specific locales and where and in what ways the Title I mission is being accomplished. In this report, the Bilingual Program at Tucumcari, New Mexico, which has been in effect since September 1969, is examined. The program attempts to improve the educational opportunity and the overall school experience for 162 educationally deprived children by developing both Spanish and English literacy skills, providing bilingual instruction in social studies and cultural enrichment, and developing positive self-image and cultural identity. The program is examined for planning, management, and implementation. The detailed budget for fiscal year 1972 and various components of the testing program completed by fall 1970 and their results are also given.   [More]  Descriptors: Bilingual Education, Community Involvement, Curriculum Development, English (Second Language)

Dieterich, Daniel J. (1973). Annotated Bibliography of Research in the Teaching of English: July 1, 1973 to December 31, 1973, Research in the Teaching of English. This 114-item annotated bibliography covers research in the teaching of English published between July 1, 1973, and December 31, 1973. Subject headings include "Bilingual and Bidialectal Studies,""Language and Verbal Learning,""Literature, Humanities, and Media,""Teacher Education,""Testing and Evaluation," and "General English Curriculum." 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

Pinon, Arturo; Jurado, Peter (1973). Job Corps: Center-Developed Training Programs. Spanish Tutorial Materials: Math, Reading. This publication is the second in a series intended to disseminate program ideas tried successfully at one Job Corps Center and of likely interest to other centers. Contained in this issue are materials of value in tutoring math and reading to corps-members whose first language is Spanish.   [More]  Descriptors: Bilingual Education, Bilingualism, Educational Programs, English

National Advisory Council on the Education of Disadvantaged Children, Washington, DC. (1973). America's Educationally Neglected: A Progress Report on Compensatory Education. Annual Report to the President and the Congress, 1973. In this 1973 annual report, the National Advisory Council on the Education of Disadvantaged Children concludes that, regardless of the approach legislation may take, certain provisions should be included as fundamental for efficient use of funds and for determining that the funds are, indeed, used for helping disadvantaged children. Among the legislative recommendations are: (1) the concept of forward funding be applied to all compensatory education programs; (2) any Federal approach to compensatory education should contain a mandated parent advisory council of parents of affected children; (3) funds be made available to develop: models, materials, and curricula appropriate to bilingual-bicultural programs; ways of implementing competency-based evaluations; and, teacher training in this area; (4) a comprehensive migrant program be mandated national priority; and, (5) a Presidentially-appointed, statutory council is essential to insure candid independent judgments. Among the administrative recommendations are: (1) Federal funds be used to develop culturally sensitive books and instructional materials for classroom use; (2) the National Institute of Education should have as its research priority the accumulation and evaluation of data necessary to establish which programs are successful and replicable, for their optimal use in the education programs for disadvantaged children; and, (3) the SEA approve and direct implementation of projects and State priorities, and channel expertise into the needed area.   [More]  Descriptors: Annual Reports, Biculturalism, Bilingual Education, Compensatory Education

Addy, Polly; Norris, Mike (1973). Organizing for Prescriptive Teaching: An Instructional Management System for Teaching All Children; Walden Middle School, 1972-73. Research and Development Report, Volume 7, Number 9, September 1973. The Atlanta public schools, Federal and state assistance, and community services provided the following resources for Walden School's instructional program: The Instructional Assistance Program provided a team comprising a lead teacher, a language arts teacher, a social studies teacher, a foreign language teacher, a mathematics teacher, a science teacher, a media specialist, a Spanish speaking assistant teacher and a typist working under the leadership of the Coordinator of Foreign Languages to develop a perfect multi-media learning activity packets designed around a core curriculum. A Dynamics and Influences of Culture and Environment Program was funded by the Instructional Assistance Program for the second year. The Spanish speaking assistant teacher was a participant in the Career Opportunities Program. Through the Title I Program, funded under the 1965 Elementary Secondary Education Act, a lead teacher, a reading teacher, and six instructional aides worked with first through third year pupils to improve the instructional program with emphasis on reading and English. The Teacher Corps Program provided two teams, each consisting of two lead teachers, eight senior teachers, and 18 paraprofessionals to work with the first and second year pupils. The Program for Education and Career Exploration was a guidance program that provided experiences for second and/or third year pupils that would enable them to make realistic educational and career choices at future major decision points.   [More]  Descriptors: Bilingual Education, Compensatory Education, Cultural Education, Curriculum Development

McCracken, Wanda (1973). Final Report of Outcome of Southeastern New Mexico Bilingual Program. The Southeastern New Mexico Bilingual Program's final report analyzed performance objectives to determine the outcome of the goals set for academic growth in the standard curriculum, as well as in the English and Spanish language arts, and growth in social development of students. The random sample consisted of 20 third and fourth graders from the standard program and 20 bilingual third and fourth graders. Groups were matched by chronological and mental age, IQ, family income, family situation (both parents, only father, or only mother), number of children in family, parents' education and occupation, and home language. The evaluation instruments were the California Test of Basic Skills, the Self-Image Test, the Spanish Language Arts Criterion Reference Test, the Otis-Lennon Mental Ability, and the Metropolitan Achievement Test. The findings showed: (1) Spanish speaking students profit richly from a systematic study of their first language and (2) non-dominant Spanish children attain a second language facility in Spanish when taught through systematic language arts curricula. Notations of staff development, acquisition of materials, parent/community involvement, and management are also given.   [More]  Descriptors: Bilingual Education, Comparative Analysis, Elementary Education, Grade 3

Arizona Univ., Tucson. (1973). The Cultural Literacy Laboratory: A New Dimension in Multicultural Teacher Education. The goal of the Cultural Literacy Laboratory is to provide educators with crosscultural adaptive skills needed to acclimate to different cultures and to reduce the effect of culture shock. These skills are of particular importance to teachers working in bilingual and multicultural classrooms. A culturally literate educator is one who is aware of his ethnicity and who possesses the skills of crosscultural communication. Based on social scientific theory, the laboratory incorporates and reinforces the participant's previous social science concepts and methodology. It also allows him to practice new skills and techniques in a variety of experience-based activities. Instruments that are used in the laboratory are Rokeach Scale E and the Cultural Literacy Inventory (copies of which are included as an appendix).   [More]  Descriptors: American Indians, Bilingual Education, Cross Cultural Training, Cultural Awareness

New York City Board of Education, Brooklyn, NY. Bilingual Resource Center. (1973). Description of Bilingual Programs Funded by Title VII, ESEA. This pamphlet presents a description of 23 bilingual programs funded by Title VII, ESEA in New York City. Information includes a description and list of objectives for each program and the number of participants when applicable.   [More]  Descriptors: Biculturalism, Bilingual Education, Bilingualism, Chinese

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