This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include CA. Asian American Bilingual Center. Berkeley Unified School District, Anita Lie, Virginia Gonzalez, Maria Robledo Montecel, Celia Oyler, James D. Williams, Grace Capizzi Snipper, IDRA Newsletter, and Maggie Gravelle.
(1994). A Qualitative Assessment Method for Accurately Diagnosing Bilingual Gifted Children. A qualitative method for assessing the cognitive and linguistic development of bilingual children is presented, and its underlying model is discussed. The model views language learning as a concept formation process in three domains: cognitive; cultural; and linguistic. This method has been found useful in accurately differentiating genuine handicapping conditions, disabilities, giftedness, and normal second language learning. Two major methodological needs in assessment and identification of language-minority, low-income, gifted children are discussed: (1) development of psycholinguistic models including culture, cognition, and language; and (2) control of external factors influencing language and cognitive development. Application of this qualitative assessment method is illustrated in a case study that included a home language survey, parent and teacher ratings of the child's language proficiencies and talents in school and home environments, and standardized language and nonverbal intelligence tests. Dilemmas evaluators face in assessing bilingual children are discussed in light of myths and misconceptions. [More] Descriptors: Bilingual Education, Bilingual Students, Case Studies, Cognitive Development
(1994). Valued Youth Program: Dropout Prevention Strategies for At-Risk Youth. A federal program designed to reduce dropout rates in middle schools among limited-English-proficient (LEP) students is described. The program trains LEP middle school students at risk of dropping out as tutors for elementary school children. A demonstration project trained 101 Hispanic student tutors in two Texas school districts. Evaluation of this project over two years included investigation of its implementation, dropout prevention results, and the academic achievement, self-concept, school attitudes, attendance, and discipline records of participating students in comparison with others. The project included classes for the student tutors, tutoring sessions, field trips, identification of adult role models, and special activities in recognition of the tutors' contributions. Support functions included curriculum development, coordination, staff development activities, parent involvement, and program evaluation. Measurable results of the program for participating tutors include a lower dropout rate, improved reading grades, and improved self-esteem and school attitudes. Program expansion is under way. [More] Descriptors: Academic Persistence, Achievement Gains, Bilingual Education, Bilingual Students
(1994). Paired Storytelling: An Integrated Approach for Bilingual and English as a Second Language Students, Texas Reading Report. This article describes a paired storytelling technique that can be used in bilingual and English-as-a-Second-Language (ESL) classrooms to help motivate students to maximize reading comprehension. The technique involves having the students: (1) pair off; (2) discuss the story theme; (3) read half of the story; (4) take notes on their half of the story; (5) exchange the story notes with each other; (6) write about the part of the story they have not read, based on their partner's notes; (7) read their own versions of the story to each other; (8) read the part of the story they have not read; (9) discuss the whole story; and (10) take a test on the story. This storytelling strategy provides opportunities for one-on-one interaction among students around school tasks and gives them opportunity to use the target language communicatively. The cooperative work improves group relations, increases self-esteem, and increases vocabulary acquisition. [More] Descriptors: Bilingual Education, Classroom Techniques, English (Second Language), Group Dynamics
(1981). Social Studies: Level Two–Identity. Resource Book=Araling Panlipunan: Ikalawang Antas–Pagkakakilanlan. Hanguang Aklat. [Chinese/English Edition.]. This Pilipino resource book, written in English and Chinese, is a companion volume to the Level Two Identity teacher's guide designed for children in grades three and four, and part of Berkeley, California Unified School District Asian American Bilingual Center's effort to foster the total growth of the child. Together the two books form the basis of the social studies component. The materials that the resource book contains correspond to their order in the teacher's guide, where the materials needed to do an activity are listed under that activity. The teacher needs to procure those activities bearing an "Other" marking; those marked "AABC", except for charts and storybooks, are in the resource book. The book's pages are perforated along the binding so that the materials can be taken out for photocopying, coloring, mounting, cutting, or other preparation for classroom use as the instructions in the teacher's guide specify. Descriptors: Bilingual Education, Concept Formation, Curriculum Development, Elementary Education
(1997). Organizing for Schooling. IDRA Focus. This theme issue includes four articles on schoolwide approaches to educational equity and improvement. "Schoolwide Projects: A Challenge for Administrators on Campuses with LEP Students" (Abelardo Villarreal) synthesizes the literature on schoolwide reform strategies used in schools that have been successful with limited-English-proficient (LEP) students. Four indicators central to these schools' effectiveness with LEP students are rigorous standards; flexible, high quality curriculum; coordinated federal resources; and goals and results orientation. "A Different Kind of Will: Educational Equity and the School Reform Movement" (Bradley Scott) reviews research findings about four types of school practices that discriminate against disadvantaged students, examines policy options to eliminate barriers and assure educational equity, discusses elements of the Improving America's Schools Act of 1994 and Goals 2000: Educate America Act that promote equitable outcomes, and lists questions to use in assessing program equity. "IDRA's Project FLAIR: Professional Development Model Addresses Literacy Development from a Schoolwide Perspective" (Rogelio Lopez del Bosque) describes Project FLAIR (Focusing on Language and Academic Instructional Renewal), which provides professional development training and other support for school-based development of an intensive schoolwide language-across-the-curriculum program. "The Whole School, the Whole Child" is an interview with Elfida Gutierrez, principal of Hueco Elementary School (El Paso, Texas), who discusses schoolwide improvement in classroom practices and assessment. Contains references. This issue also contains the cumulative index for the IDRA Newsletter for January 1996-December 1996. [More] Descriptors: Bilingual Education, Childrens Rights, Disadvantaged, Educational Change
(1980). Social Studies: Level One–Identity. Teacher's Guide and Resource Book=Araling Panlipunan: Unang Antas–Pagkakakilanlan. Ang Patnubay Ng Guro At Hanguang Aklat. This Pilipino teacher's guide is part of Berkeley, California Unified School District Asian American Bilingual Center's effort to foster the total growth of the child. To facilitate that growth, the Center has selected an interdisciplinary approach to curriculum development. Social studies themes and concepts provide the framework within which all the subject areas, including mathematics, reading and language arts, fine arts, and science, are organized. The four social studies themes are child, family, community, and natural environment. The themes reappear and expand through the curriculum from one text to the next and correlate to the concepts of identity, needs, and interaction. Level One is designed for children in grades one and two. Each level develops one or more aspects of a theme as the child moves from simple to complex ideas and from understanding of self to understanding of society. Unit 1 of the document, entitled "Self-Worth," develops concepts concerning how people identify themselves with different kinds of information, how people are similar or different, how people change and grow, and the fact that people have a history. Unit 2, "Groups," develops the idea that while most people are members of families and family members share characteristics, different families have different lifestyles. The unit also explores how people can be members of different groups within a community. The document includes an introduction, notes to the teacher, and a resource guide. Descriptors: Bilingual Education, Concept Formation, Curriculum Development, Family (Sociological Unit)
(1981). Social Studies: Level Two–Interaction. Teacher's Guide=Araling Panlipunan: Ikalawang Antas–Pakikisalamuha. Patnubay Ng Guro. This Pilipino teacher's guide is part of Berkeley, California Unified School District Asian American Bilingual Center's interest in fostering the total growth of the child. To facilitate that growth, the Center has selected an interdisciplinary approach to curriculum development. Social studies themes and concepts provide the framework within which all the subject areas, including mathematics, reading and language arts, fine arts, and science, are organized. The four social studies themes are child, family, community, and natural environment. The themes reappear and expand through the curriculum from one text to the next and correspond with the concepts of identity, needs and interaction. Level Two is designed for children in grades three and four. Each level develops one or more apsect oa a theme as the child moves from simple to complex ideas and from understanding of self to understanding of society. Unit 1 of the document, entitled "The Arts," examines the arts as a means of communication, as comprising many forms, and as an integral part of daily life. Unit 2, "Thoughts and Feelings," explains that interaction requires decision making and problem solving that may involve desirable and undesirable options, and may implicate thoughts and feelings. The document includes an introduction, notes to the teacher, and a resource guide. Descriptors: Aesthetic Education, Affective Behavior, Bilingual Education, Concept Formation
(1990). Literacy and Bilingualism. The mechanisms and issues in literacy are identified and analyzed as they relate to bilingualism. A wide range of current theory and research is synthesized, and concrete suggestions are made concerning the development of literacy skills in bilingual classrooms. The book is divided into nine chapters. The first chapter discusses varying perspectives on and definitions of literacy: functional, cultural, and critical. The second chapter reviews current and traditional models of reading and writing, providing a detailed analysis of the mechanisms related to processing texts, and discussing ways in which reading and writing are related. Chapter 3 defines bilingualism, examining language proficiency, first- and second-language acquisition, the relationship between proficiency and literacy, and language transfer. Chapter 4 focuses on instructional programs using more than one language for instruction. The fifth chapter addresses the relationship between bilingualism, intelligence, and cognitive development. Chapter 6 looks at a range of topics related to teaching English in a meaningful context. Chapter 7 deals specifically with reading instruction, and chapter 8 examines writing instruction using the classroom as a writing workshop. Finally, chapter 9 discusses the use of the paraprofessional in a bilingual program. A bibliography of over 300 items is included. (MSE) Descriptors: Bilingual Education, Bilingualism, English (Second Language), Intelligence
(1980). Social Studies: Introductory–Identity. Teacher's Guide and Resource Book=Araling Panlipunan: Intro–Pagkakakilanlan. Ang Patnubay Ng Guro At Hanguang Aklat. This Pilipino teacher's guide is part of Berkeley, California Unified School District Asian American Bilingual Center's effort to foster the total growth of the child. To facilitate that growth, the Center has selected an interdisciplinary approach to curriculum development. Social studies themes and concepts provide the framework within which all the subject areas, including mathematics, reading and language arts, fine arts, and science, are organized. The four social studies themes are child, family, community, and natural environment. The themes reappear and expand through the curriculum from one text to the next and correlate to the concepts of identity, needs, and interaction. The Introductory Level is designed for prekindergarten and kindergarten children. Each level develops one or more aspects of a theme as the child moves from simple to complex ideas and from understanding of self to understanding of society. Unit 1 of the document, entitled "Self-Discovery," develops concepts concerning how people identify themselves with different kinds of information, how people are similar or different, how people change and grow, and the fact that people are complex living things. Unit 2, "Family and Ethnic Group," examines the conceptual premise "people belong to different groups." The document includes an introduction, notes to the teacher, and a resource guide. Descriptors: Bilingual Education, Concept Formation, Curriculum Development, Early Childhood Education
(1980). Social Studies Introductory Level–Interaction. Teachers' Guide & Resource Book=Araling Panlipunan Intro–Pakikisalamuha. Ang Patnubay Ng Guro At Hanguang Aklat. This Pilipino teacher's guide is part of Berkeley, California Unified School District Asian American Bilingual Center's effort to foster the total growth of the child. To facilitate that growth, the Center has selected an interdisciplinary approach to curriculum development. Social studies themes and concepts provide the framework within which all the subject areas, including mathematics, reading and language arts, fine arts, and science, are organized. The four social studies themes are child, family, community, and natural environment. The themes reappear and expand through the curriculum from one text to the next and correlate to the major concepts of Identity, Needs, and Interaction. The Introductory level is designed for prekindergarten and kindergarten children. Each level develops one or more aspects of a theme as the child moves from simple to complex ideas and from understanding of self to understanding of society. Unit 1, entitled "Behavior," develops the conceptual statement "feelings affect behavior." Unit 2, "Independence and Cooperation," develops the theme "tasks can best be done through individual action, group action, or a combination of both." The third and final unit, "Communication," examines the conceptual statement "communication is necessary." The document includes an introduction, notes to the teacher, and a resource guide. Descriptors: Behavior, Bilingual Education, Concept Formation, Cooperation
(1996). Supporting Bilingual Learners in Schools. Starting from the perspective that bilingualism is an asset, the book describes approaches and strategies for schools to adopt that support and develop the skills of bilingual learners. A theoretical framework and research on which it is based are outlined, and suggestions are made for classroom strategies and procedures. The first chapter discusses the issues of entitlement and provision for bilingual learners in the British context, and the second reviews research on language development, particularly as it relates to bilingualism. The third chapter outlines reasons for valuing first languages in the schools, and the fourth looks at the distinctive language of the school environment, its effect on bilingual students, and the specific needs of bilingual learners new to a school in which their home language is not the language of instruction. Chapter five discusses explanations of and remedies for the underachievement of bilingual students under the National Curriculum in Britain. The final chapter examines the relationship between policy and practice, and makes recommendations for better articulation of the two. Contains 248 references. Descriptors: Bilingual Education, Bilingualism, Classroom Techniques, Curriculum Design
(1980). Social Studies: Level One–Needs. Teacher's Guide & Resource Book=Araling Panlipunan: Unang Antas–Pangangailangan. Ang Patnubay Ng Guro At Hanguang Aklat. This Pilipino teacher's guide is part of Berkeley, California Unified School District Asian American Bilingual Center's effort to foster the total growth of the child. To facilitate that growth, the Center has selected an interdisciplinary approach to curriculum development. Social studies themes and concepts provide the framework within which all the subject areas, including mathematics, reading and language arts, fine arts, and science, are organized. The four social studies themes are child, family, community, and natural environment. The themes reappear and expand through the curriculum from one text to the next and correlate to the concepts of identity, needs, and interaction. Level One is designed for children in grades one and two. Each level develops one or more aspect of a theme as the child moves from simple to complex ideas and from understanding of self to understanding of society. Unit 1 of the document, entitled "Environmental Needs," develops the conceptual statements "all living things depend on the environment and on one another" and "people should use the environment wisely." Unit 2, "Intellectual Needs," develops the theme "people use their physical senses to learn from different sources in different situations." The third and final unit, "Physical Needs," examines the conceptual statements "people need food and exercise for good health" and "people need clothing to protect and identify themselves, and to control body temperature." The document includes an introduction, notes to the teacher, and a resource guide. Descriptors: Bilingual Education, Concept Formation, Curriculum Development, Environmental Education
(1996). Making Room for Students: Sharing Teacher Authority in Room 104. This publication investigates what happened when a Chicago public school first-grade teacher radically changed her teaching practice and embraced a holistic literary approach. The practice of shifting patterns of control in the classroom and the construction of knowledge in a setting where most children are bilingual is explored. The nine chapters cover: (1) the context of the study; (2) power, knowledge, and shared authority; (3) sharing authority and classroom process; (4) children's initiations during teacher-led read-alouds; (5) sharing authority in student-led read-alouds; (6) negotiating knowledge and process in buddy reading; (7) authorship and authority in individual writing; (8) discourse and authority in teacher-led group writing; and (9) sharing authority in the classroom. Appendices include notes on method and methodology and transcription format. (Contains 137 references.) Descriptors: Bilingual Education, Classroom Techniques, Curriculum Development, Oral Reading
(1979). Social Studies Level One–Interaction. Teacher's Guide and Resource Book=Araling Panlipunan Unang Antas–Pakikisalamuha. Ang Patnubay Ng Guro At Hanguang Aklat. This Pilipino teacher's guide is part of Berkeley, California Unified School District Asian American Bilingual Center's interest in fostering the total growth of the child. To facilitate that growth, the Center has selected an interdisciplinary approach to curriculum development. Social studies themes and concepts provide the framework within which all the subject areas, including mathematics, reading and language arts, fine arts, and science, are organized. The four social studies themes are child, family, community, and natural environment. The themes reappear and expand through the curriculum from one text to the next. Level One is designed for children in grades one and two. Each level develops one or more aspects of a theme as the child moves from simple to complex ideas and from understanding of self to understanding of society. Unit 1 of the document, entitled "Behavior," develops the conceptual statement "people's actions are based on thinking or feeling." Unit 2, "Independence and Cooperation," develops the theme "people act independently or cooperatively." The third and final unit, "Communication," examines the conceptual statement "communication is the expression of thoughts and feelings." The document includes an introduction, notes to the teacher, and a resource guide. Descriptors: Behavior, Bilingual Education, Concept Formation, Cooperation
(1981). Social Studies: Level Two–Identity. Teacher's Guide=Araling Panlipunan: Ikalawang Antas–Pagkakakilanlan. Patnubay Ng Guro. [Chinese/English Edition.]. This Pilipino teacher's guide written in Chinese and English is part of Berkeley, California Unified School District Asian American Bilingual Center's interest in fostering the total growth of the child. To facilitate that growth, the Center has selected an interdisciplinary approach to curriculum development. Social studies themes and concepts provide the framework within which all the subject areas, including mathematics, reading and language arts, fine arts, and science, are organized. The four social studies themes are child, family, community, and natural environment. The themes reappear and expand through the curriculum from one text to the next and correspond with the concepts of identity, needs and interaction. Level Two is designed for children in grades three and four. Each level develops one or more aspects of a theme as the child moves from simple to complex ideas and from understanding of self to understanding of society. Unit 1 of the document, entitled "Self-Worth," examines the basic values of people, their basic rights, and their ability to develop their abilities and explore their interests. Unit 2, "Family," explains that families interact with each other in many ways, including work. Unit 3, "Ethnic Group," develops the theme that members of ethnic groups are people with a common history in their native country and the United States and share a cultural background. The unit also examines the notion that ethnic grounds share certain characteristics. The document includes an introduction and notes to the teacher. [More] Descriptors: Bilingual Education, Concept Formation, Cultural Interrelationships, Curriculum Development