This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Jennifer Battle, Geoffrey J. Sadock, Robert A. Rhoads, Steve Reuys, Myrna D. Cohen, Voltaire Gungab, Judy P. Donaldson, Susan Baker, Los Angeles. National Dissemination and Assessment Center. California State Univ., and Hernando Vergara.
(1980). Pilipino Kindergarten Language Arts–Interaction. Teacher's Handbook [and] Teacher's Answer Key [and] Student Workbook=Sining ng Wika Pangkindergarten–Pakikisalamuha. Hanbuk ng Guro. As part of the Asian American Bilingual Center (AABC) Pilipino Language Arts Program, a curriculum suitable for students in kindergarten is presented. The program is geared both to the immigrant Filipino child and to the American-born Filipino child who learned to speak Pilipino at home, and includes kits that emphasize the AABC's major concepts: identity, needs, and interaction. The "Interaction Kit" includes: (1) a teacher's handbook that includes a math handbook, reading/language arts handbook, lessons, games, worksheets, and resource materials; (2) a student workbook; and (3) a teacher's answer key. Four themes are stressed in this bilingual program: child, family, community, and natural environment. The emphasis in kindergarten is on self-discovery. Each theme reappears and expands through the curriculum from one level to the next in increasing complexity. Descriptors: Bilingual Education, Cultural Awareness, Curriculum, Discovery Learning
(1994). Adelante…con GANAS! (Forward with Progress!) A Title VII Transitional Bilingual Program in Burbank Middle School 1993-94. Report on Education Programs. Evaluation Report. The purpose of this report was to describe the first year of the implementation of a bilingual program consisting of three levels of instruction: preliterate, beginning, and intermediate. Students were placed in one of the three levels following state and district guidelines. The instruction implemented was designed to serve students with little or no English facility. In addition, it addressed the needs of those limited-English-proficient students with little or no formal schooling, a condition that resulted in a low level of academic achievement. The program that was used employed both English and Spanish as the medium of instruction. The present evaluation involved analysis of students' standardized tests data, a staff survey, a parent survey, a student survey, and class observations. The findings indicate that students in the program made significant progress in Math and Spanish Reading. At the end of the first year, English oral proficiency of students was at the Non-Speakers level. All participants in the program including students, teachers and parents, expressed satisfaction with all of the program components. Recommendations for improvements are discussed. (Contains two references.) [More] Descriptors: Academic Achievement, Bilingual Education, Early Intervention, English (Second Language)
(1994). Variables Affecting the Teacher Implementation of Cooperative Learning Methods in ESL and Bilingual Classrooms. This study investigated the relationships between variables affecting the degree to which cooperative learning (CL) was implemented by English as a Second Language (ESL) and bilingual teachers. A total of 227 ESL and bilingual public school teachers (K-12) of Spanish speaking language minority students responded to a mailed survey questionnaire that was constructed to examine: (1) teacher beliefs about the acquisition of knowledge, teacher role, and second language instruction; (2) teacher attitudes about various aspects of CL; and (3) teacher perceptions of constraints and opportunities in their school environment. The study found that ESL and bilingual teachers with high interpretive beliefs tended to implement CL more frequently than teachers with low interpretive beliefs. The teachers that most frequently implemented CL were those who perceived the teacher's role to be of a more inclusive nature. (Contains 24 references.) [More] Descriptors: Bilingual Education, Classroom Techniques, Cooperative Learning, Educational Environment
(1995). Multiculturalism and the Community College: A Case Study of an Immigrant Education Program. To gather data on the goals and effectiveness of a postsecondary program organized from the perspective of multiculturalism, a case study was conducted of Nuevos Horizontes (NH), an immigrant education program at Triton College, in Illinois. NH is designed to facilitate access to higher education for Hispanics and other minority students; provide educational programs for immigrant adults; and inform the community of educational and cultural opportunities available at Triton. In a 3-day site visit, interviews were conducted with 14 students and 27 faculty and staff participating in NH and program reports and materials were collected and analyzed. Results of the case study included the following: (1) in 1993, over 8,000 students utilized NH's services; (2) outstanding program elements included a festival celebrating Hispanic culture, an HIV/AIDS education and prevention program, and a swearing-in ceremony for citizens prepared through NH; and (3) keys to NH's effectiveness were the emphasis placed on celebrating Hispanic culture while increasing participants' knowledge of English and U.S. culture, the bilingual staff, the commitment to holistic education, the physical proximity to the Hispanic community, and the effective use of community partnerships. Although the program was successful in creating an educational environment that makes Hispanic immigrants feel comfortable, the college runs the risk of compartmentalizing multiculturalism and limiting the impact cultural diversity might have on the main campus and the entire community. [More] Descriptors: Access to Education, Bilingual Education Programs, Case Studies, Community Colleges
(1993). Reflections. An Anthology of Selections from the "All Write News," the Newsletter of the Adult Literacy Resource Institute. This document is an anthology containing 33 articles originally published in the Boston Adult Literacy Initiative's newsletter, "All Write News" during the past 10 years. The articles were chosen to deal with a wide variety of topics, to balance theory and practice, to include materials from all the years, and to include articles that have not already been reprinted elsewhere. The following articles are included, organized in 11 categories: "Some Notes on the Politics of Literacy" (Gary Hicks); "To Speak Out, Read, Listen and Thrive" (Marty Duncan); "Literacy Work in Nicaragua and the U.S." (Barbara Neumann); "Of Canoes and Tall Ships: Some Thoughts on the Quincentenary" (Maria Gonzalez); "A View of Critical Thinking" (Barbara Neumann); "Linking Basic Skills and Job Training" (David Rosen); "Thoughts on 'Cultural Literacy'" (Steve Reuys); "Why I Stop in at Drop-In" (Christine James); "English into Action: Teaching ESL [English as a Second Language] and ABE [Adult Basic Education] through Drama" (Paula Ressler); "Learning from Students: A Video Project in Workplace ESL" (Robin Reale); "Breaking the Waiting List Logjam: Training Peer Tutors for ESL" (Roger Hooper); "Students and Teachers: Creating an Alliance" (Mattie Wheeler, Ada Cherry, Vicky Nunez, and Greg Leeds); "Participatory Education in Practice" (Lenore Balliro); "Programs Promote Student Involvement" (Eileen Barry, Tina Kluetmeier, Martha Merson, and Anna Taylor); "The On-going Debate in Literacy and Reading" (Steve Reuys); "Relevant Reading for Adult Students" (Nandi Attya); "Singing the Red Pen Blues: Ideas for Teaching Writing" (Gail Hart and Janet Stein); "Of Ducks, Experience, and Reading: A Bilingual ESL Project" (Frank Smith); "Sharing Strategies on ESL Survival Literacy" (Patricia Ryan); "Helping Students Become Storytellers" (Gregory A. Goodmacher); "Left Tongue/Right Tongue" (Tomas Mario Kalmar); "Thoughts on Survival ESL" (John Croes); "Shoes, Glorious Shoes: A Teaching Strategy" (Charlotte B. Knox); "Sharing Strategies: Math Word Problems" (Mary Jane Schmitt); "Why I Hate Story Problems" (David J. Rosen); "Math Notes: Did You Know…?" (Helen Jones); "For ABE Teachers and Students: Tests that Don't Defeat" (Greg Leeds); "An Experiment in Evaluation" (Andy Nash); "Performance Testing" (Shelley Ruocco); "Teachers Visiting Teachers: An Experiment in Classroom Observation" (Lenore Balliro); "At the Y: A Program-Based Staff Development Project" (Shelley Bertolino); "Adult Literacy Teacher Concerns" (Kimberly Gerould); and "Organizing an Adult Ed. Union" (Rhonda Seidman, Lisa Schwartz, and Barbara Neumann). [More] Descriptors: Adult Basic Education, Adult Literacy, Adult Programs, Basic Skills
(1993). The Collaborative Nature of Language Learning and Meaning Making in Mexican-American Bilingual Kindergarteners' Storybook Discussions. The purpose of this study was to present a detailed description of Mexican-American bilingual kindergartners' discussions of stories read aloud by their teacher in the students' second language, which was English. Eighteen Mexican-American kindergartners with limited English proficiency were observed for 12 weeks during storytime, and their discussions and interactions were recorded on videotape and in field notes. The students and teacher were also interviewed at the beginning, middle, and end of the study. It was observed that conversations about stories took place throughout the story reading sessions, before the actual reading, during the reading of the story, and after the reading was finished. The students' conversations revolved around their familiarity with the literature, illustrations in the books, relevant personal experiences, features of the book, and language. Children used both Spanish and English in the discussions, and noticed differences between the two languages. Storytime in the bilingual classroom provided a rich and supportive social context for both first and second language use in authentic communicative discussion. Includes 8 tables on categories of topics and purposes served in the 12 story discussion. (Contains 22 references). Descriptors: Bilingual Education, English (Second Language), Interpersonal Communication, Kindergarten Children
(1981). Pilipino Language Arts Level One–Interaction. Reader: "Friends, Companions, and Fellows" [and] Teacher's Handbook [and] Student Workbook=Sining ng Wika Unang Antas–Pakikisalamuha. Reader: Kaibigan, Kasama, at Kapuwa [and] Hanbuk ng Guro [and] Gawaing-aklat ng Mag-aaral. As part of the Asian American Bilingual Center (AABC) Pilipino Language Arts Program, a curriculum suitable for students in grades 1 and 2 is presented. The program is geared both to the immigrant Filipino child and to the American-born Filipino child who learned to speak Pilipino at home, and includes kits that emphasize the AABC's major concepts: identity, needs, and interaction. It covers four basic areas of language development: listening, speaking, reading, and writing, with emphasis on reading. The "Interaction Kit" includes: (1) a student reader (a collection of eight to ten selections with topics linked to the AABC social studies core curriculum); (2) teacher's handbook that includes lessons, games, evaluative test and student profile, and resource materials; and (3) a student workbook that provides tasks focusing on phonic, structural, comprehension, and study skills as well as vocabulary development and practice. Four themes are stressed in this bilingual program: child, family, community, and natural environment. Each theme reappears and expands through the curriculum from one level to the next in increasing complexity. Descriptors: Bilingual Education, Cultural Awareness, Curriculum, Filipino Americans
(1981). Pilipino Language Arts Level One–Needs. Reader: "Our Surroundings" [and] Teacher's Handbook [and] Student Workbook=Sining ng Wika Unang Antas–Pangangailangan. Reader: "Ang Paligid Natin" [and] Hanbuk ng Guro [and] Gawaing-aklat ng Mag-aaral. As part of the Asian American Bilingual Center (AABC) Pilipino Language Arts Program, a curriculum suitable for students in grades 1 and 2 is presented. The program is geared both to the immigrant Filipino child and to the American-born Filipino child who learned to speak Pilipino at home, and includes kits that emphasize the AABC's major concepts: identity, needs, and interaction. It covers four basic areas of language development: listening, speaking, reading, and writing, with emphasis on reading. The "Needs Kit" includes: (1) a student reader (a collection of eight to ten selections with topics linked to the AABC social studies core curriculum); (2) teacher's handbook that includes lessons, games, evaluative test and student profile, and resource materials; and (3) a student workbook that provides tasks focusing on phonic, structural, comprehension, and study skills as well as vocabulary development and practice. Four themes are stressed in this bilingual program: child, family, community, and natural environment. Each theme reappears and expands through the curriculum from one level to the next in increasing complexity. Descriptors: Bilingual Education, Cultural Awareness, Curriculum, Filipino Americans
(1995). Defending Literacy: With Particular Consideration of the Community College. The broad and highly politicized debate about the causes of rising illiteracy in the nation fall into three categories: nurture, or inadequate elementary/secondary educational institutions; nature, or arguments about genetics and the unteachability of Blacks and other minority groups; and social science, or the idea that standard literacy tests merely represent the injustice of the system. While each idea offers its own rationale, what is clear is that measures to reduce illiteracy must be more than cosmetic. Such measures, while controversial, include: reintroducing grammar instruction; scrapping bilingualism; constitutionally declaring English as the nation's only official language; reinterpreting affirmative action so that it fosters colorblind equal opportunity based on merit; re-establishing a canon of texts selected on literary excellence alone; returning remediation, "foundation" learning, and differentiated degree programs to high schools; eliminating grade inflation; developing and using standardized examinations to determine both degree-track and advancement; and involvement of parents responsible enough to turn off television and demand homework. Community colleges are on the frontline of this battle for literacy, as they face growing percentages of students unable to perform at college level. Suggestions to stem the decline in literacy include: colleges should raise standards to ensure that students graduate with adequate skills to success; require at least a C (2.0) grade point average in "every" semester of a degree program; eliminate remedial and English-as-a-Second Language (ESL) programs, requiring one standard English proficiency examination for all applicants; significantly reduce adjunct faculty hiring; and use transcripts that show all courses taken and grades earned, including F's (or R's). The "downsizing" so necessary in this era could be accomplished at the community college by returning to the norms that served the U.S. well in the past. (Contains 33 notes.) [More] Descriptors: Affirmative Action, Bilingual Education, Change Strategies, College Role
(1994). Literacy as a Gendered Social Practice in Two Bilingual Classrooms. This study contributes to the elaboration of a sociocultural perspective on literacy by considering the role of gender in shaping students' participation in literacy activities in school. The project aims to illuminate the way in which gender expresses itself in and helps to shape the nature of children's literacy acquisition across different activity settings in two bilingual, elementary classrooms, as well as to examine the contexts in which gender is not salient as an organizing schema. Open-ended research questions were designed to address the following: (1) How does gender express itself through literacy, and literacy through gender, across diverse contexts for literacy learning in school? (2) In what ways is gender most salient in relation to literacy in these classrooms? How is gender expressed? (3) In what ways, and in what settings, is gender not salient? (4) What factors appear to contribute to these spaces of gender blindness? and (5) In what ways are within-gender differences evident in relation to the questions outlined above? The study was conducted in two Spanish-English bilingual classrooms, led by a Spanish speaking teacher, within a predominantly Latino working class neighborhood. Observations of classroom and interviews with teachers and students were used to gather data. [More] Descriptors: Bilingual Education, Bilingual Students, Bilingual Teachers, Bilingualism
(1981). Pilipino Language Arts Level One–Identity. Reader: "At School" [and] Teacher's Handbook [and] Student Workbook=Sining ng Wika Unang Antas–Pagkakakilanlan. Reader: "Sa Paaralan" [and] Hanbuk ng Guro [and] Gawaing-aklat ng Mag-aaral. As part of the Asian American Bilingual Center (AABC) Pilipino Language Arts Program, a curriculum suitable for students in grades 1 and 2 is presented. The program is geared both to the immigrant Filipino child and to the American-born Filipino child who learned to speak Pilipino at home, and includes kits that emphasize the AABC's major concepts: identity, needs, and interaction. It covers four basic areas of language development: listening, speaking, reading, and writing, with emphasis on reading. The "Identity Kit" includes: (1) a student reader (a collection of eight to ten selections with topics linked to the AABC social studies core curriculum); (2) teacher's handbook that includes lessons, games, evaluative test and student profile, and resource materials; and (3) a student workbook that provides tasks focusing on phonic, structural, comprehension, and study skills as well as vocabulary development and practice. Four themes are stressed in this bilingual program: child, family, community, and natural environment. Each theme reappears and expands through the curriculum from one level to the next in increasing complexity. Descriptors: Bilingual Education, Cultural Awareness, Curriculum, Filipino Americans
(1993). I Am Connected to the World. Unit of Study for Grades K-2: Spanish Partial Immersion Program. These materials consist of a series of lessons comprising an interdisciplinary, multicultural instructional unit. They were designed for use in an elementary school Spanish partial immersion program, to address a variety of needs and learning styles of children from diverse backgrounds, and are intended to foster a sense of community and responsibility, both local and global. The unit is organized according to the model of multiple intelligences: verbal/linguistic; logical/mathematical; visual/kinesthetic/ musical/rhythmical, interpersonal, and intrapersonal. Lesson topics include: the connection between individuals and the human and natural worlds; the individual self; family; home; school; the local community; communities in general; seasons; the earth; and endangered animals. Included are excerpts from other publications and a number of reproducible student worksheets. A brief list of related materials is also appended. All instructions are in English, and some worksheets are all or partially in Spanish. Descriptors: Bilingual Education, Classroom Techniques, Daily Living Skills, Educational Strategies
(1995). Design, Development, and Implementation of an Instructional Program for Kindergarten Teachers To Increase Their Basic Computer Skills through Word Processing Training. Kindergarten teachers are not receiving instruction in computer literacy, and the kindergarten curriculum does not include instruction in use of computers. A practicum project addressed the problem of bilingual (Spanish-English) kindergarten teachers who did not know how to use computer word processing programs. Major goals of the project were to increase teachers' computer literacy through their: mastery of word processing skills; creation of school-related documents, with graphics; learning of computer maintenance; and mastery of and comfort with computers for application in their teaching and classroom management. The computer instruction and training program that was designed and implemented for the project concentrated on increasing the word processing skills of the bilingual kindergarten teachers using instructional and educational technology. Twelve kindergarten teachers participated in the program. Analysis of evaluation data revealed that the bilingual kindergarten teachers understood basic computer technology, and achieved the goals of the project. (Nine appendices include a copy of the faculty survey questionnaire, computer literacy pre- and posttest, a computer care and maintenance evaluation instrument, and samples of teachers' work. Contains 25 references.) [More] Descriptors: Bilingual Education, Computer Literacy, Computer Uses in Education, Curriculum Development
(1987). Transcultural Education Model. A Guide for Developing Transitional ESL/LEP and Bilingual Programs Kindergarten through Adult Education. The Transcultural Education Model presents a unified working model for teaching limited English proficient, English-as-Second-Language (ESL), or English-as-Second-Language transcultural (ESLT) students to read, write, and speak English. The model is designed for students and teachers in elementary, secondary, and adult schools. The model is presented to help educators answer questions concerning qualifications for ESL teachers, components of ESL programs, and ESL materials. In seven chapters, several topics are addressed including a comparison of ESL and ESLT, and discussions of student assessment, and instructional focus. A sample materials guide catalog, step charts, student progress charts, and lesson plans, materials, and methods are appended. A language/cultural test battery is also appended. (Contains 70 references.) [More] Descriptors: Adult Education, Bilingual Education Programs, Elementary Secondary Education, English (Second Language)
(1995). Special Issues Analysis Center (SIAC). Annual Report: Year Three. Volume III: SEA Report, Task 7. Summary of State Educational Agency Program Survey of States' Limited English Proficient Persons and Available Educational Services, 1993-1994. The report summarizes information submitted by state education agencies (SEAs) on the survey of states' limited-English-proficient (LEP) persons and available educational services for the 1993-94 school year. Results indicate that enrollment of LEP students in public and private schools continued to increase, comprising 7 percent of public school enrollment in grades K-12. California enrolled the largest number; New Mexico and Alaska had the highest proportion of LEP students. Data on progress of these students was found to be incomplete, but they indicated that dropout and retention rates were 1.7 and 2.5 percent, respectively, among institutions providing data. Definition and methods of identification of LEP students varied between and sometimes within states. Almost 2.4 million LEP students were reported enrolled in special programs to meet their educational needs; in public schools this represented 78.5 percent and in private schools, 30.4 percent of LEP students. The largest proportion (72 percent) were served by state and local programs. [More] Descriptors: Academic Achievement, Bilingual Education Programs, Elementary Secondary Education, English (Second Language)