This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Nancy E. Smith, Scott E. McNabb, John D. Beard, IL. Elgin Community Coll., Denise McKeon, Harrisburg. Pennsylvania State Dept. of Education, Catharine P. Warmbrod, Marguerite M. McInnes, Flora V. Rodriguez-Brown, and Jose Luis Keyes.
(1987). Discourse Characteristics and Speech Patterns Used by Spanish-English Bilingual Children According to Proficiency and Context Variables. A study investigated the use of questions and directives by bilingual children of variable relative proficiency in Spanish and English. Patterns in the use of each question and directive type were examined in relation to language proficiency and context of use. Qualitative characteristics of the questions and directives were analyzed. The subjects were six third-graders attending a bilingual maintenance program in a midwestern city. Children were videotaped and audiotaped through a whole day of school, at home, and playing in the park. Results show that the children used the same types of questions and directives as those used by English monolingual adults and children. Questions and directives occurred more frequently in the language in which the children are more proficient. Some types of questions, such as rhetorical questions, were used only by proficient speakers. Personality factors seemed to affect the number and types of directives used by some children. Other factors such as the context of the interaction, the social situation, and the audience influenced the number and types of these speech acts used. The findings are relevant to the study of language development and language proficiency in bilingual children. [More] Descriptors: Bilingual Education Programs, Bilingualism, Comparative Analysis, Discourse Analysis
(1986). An Ethnographic Account of the Composing Behaviors of Five Young Bilingual Children. A study examined bilingual children's composing behaviors during classroom writing and their perceptions of writing. Students' descriptions of what occurred in their day-to-day environment were analyzed using ethnographic methods. The researcher observed five subjects–bilingual students in kindergarten through third grade–for 145 hours, and conducted both formal and informal interviews. Collected data were analyzed using the developmental research sequence described by J. Spradley, and 12 composing behaviors were identified: (1) reading back, (2) invented spellings, (3) copying, (4) body language, (5) prewriting, (6) concealing writing, (7) writing play, (8) confirmation questions, (9) talking while writing, (10) asking questions, (11) statements about writing, and (12) taking breaks. Many of these composing behaviors are also used by monolingual students. However, bilinguals talked while they wrote in order to make the transition to writing by using Spanish phrases to get started writing. Three other behaviors were specific to the bilingual children: reading back, confirming questions, and concealing writing. In this study, teachers served as models for both oral and written language in the classroom, encouraging verbal and written expression from children based on the children's agendas and important life events, and focusing on getting meaning from the children, learning from them, and accepting their individual composing levels and styles. Descriptors: Behavior Patterns, Bilingual Education, Bilingual Students, Bilingual Teachers
(1982). Asian American-Pacific American Relations: The Asian American Perspective. This paper examines the migration and settlement history of Asians into the United States and the interaction of the major Asian immigrants with each other and with American society. An important thesis is that, because the differences between Asian Americans and Pacific Islanders are much greater than the similarities between them, they should no longer be treated as a single social entity. The term "Asian" is used to refer to persons originating in China, Japan, Korea, India, the Philippines, and Vietnam. "Pacific Islanders" represents Chamarros (from Guam), Samoans (both East and West), Native Hawaiians, and Tongans. The paper is divided into five major parts: (1) "Asian Immigration History, 1849-Present"; (2) "Settlement Patterns and Labor History"; (3) "Community Structure, Inter-ethnic Relations and Cultural Development"; (4) "Contemporary Issues" (including education, employment, health and mental health, community development, cultural integrity, and civic participation); and, finally, (5) "Asian Americans' Perceptions of and Attitudes towards Pacific Islander". [More] Descriptors: Asian Americans, Bilingual Education, Community Attitudes, Community Characteristics
(1987). A Cognitive Approach to Teaching Reading to Spanish-Speaking Adolescents. A study investigated the use of horizontal instruction to teach Spanish-speaking secondary students an inferential English reading skill. It looked at (1) the relationship between the students' class-inclusion skills and their ability to identify the implied main idea, (2) the effect of sequentially-developed classification lessons on the students' ability to identify the implied main idea, and (3) the effect of the language of instruction (monolingual or bilingual) on the students' ability to learn a comprehension skill. The results suggest that the students used schemata, including classification in part-whole relationships, during the process of learning English reading skills, implying that the ability to classify is necessary to many learning activities. However, this study does not clarify how such skills should be taught. Descriptors: Adolescents, Bilingual Education, Classroom Techniques, Course Organization
(1975). Curriculum Guide for Italian Language Arts. Literature Levels AB = Guida alla Lettura della Lingua Italiana Letteratura Ciclo A & B. Working Draft. A curriculum and teaching guide for introductory literature appreciation in the Chicago public schools is an orientation for the bilingual teacher of Italian students. Concepts such as rhyme and personification are developed for the teacher. For each of the two levels included, the section begins with a list of specific performance objectives, numbered to correspond to subsections containing lesson outlines. Each lesson outline specifies the subskill or concept to be developed, a suggested instructional strategy, class activities, and evaluation criteria. Illustrations, poems, and worksheets provided are suitable for overhead projection. The literature covered is drawn from poetry, novels, folklore, and drama. Descriptors: Behavioral Objectives, Bilingual Education, Class Activities, Curriculum Guides
(1983). Native Language Reading Approach Program, 1982-1983. O.E.E. Final Evaluation Report. The Native Language Reading Approach Program in New York City was designed as an exemplary approach to on-site training of classroom teachers and their assistants in how to help students transfer reading skills from their native language to English. Program components included support services, teacher training, material/curriculum development, and parental involvement activities. In 1981-82, 43 teachers and 6 professional and paraprofessional specialists and 1314 students (Haitian, Greek, Italian, and Hispanic) in grades K-6 participated in the program. Evaluation showed that the main difficulties encountered in the first two years of the program were, in this the third and final year, resolved. Individualized services were provided to the different sites, and an integrated, overall approach was developed. Excellent rapport was achieved within the program itself and between the program staff and personnel at the sites. Program resource specialists developed expertise and two manuals that may have citywide application. Teachers at the sites developed an awareness of how to transfer reading skills and of the interrelationships between language development and reading. They also developed related teaching and management skills. The program researched and developed various techniques to train experienced and inexperienced faculty. School personnel, at every level interviewed, regretted that the services were being terminated. Materials and resources used for this program appear in several appendices to this report. [More] Descriptors: Bilingual Education Programs, Curriculum Development, Elementary Education, English (Second Language)
(1987). Alternativas. A Bilingual Vocational Model Program and Curriculum. This guide is intended for use in conducting a 2-week, 30-hour career awareness and job readiness workshop for limited-English proficient, Spanish-speaking displaced homemakers and single parents. The workshop includes bilingual instructional materials dealing with the following topics: identifying interests and skills, setting goals, understanding the labor market, entering the labor market, completing job applications and writing resumes, taking a job interview, and planning a course of study and a career. The first part of the program guide describes the materials included in the workshop curriculum manual; discusses the qualifications needed by workshop facilitators; and outlines procedures for publicizing the workshop, determining program eligibility, organizing necessary supportive services (including transportation and child care), presenting the workshop, organizing individual planning sessions to be held after the workshop, making referrals, helping workshop participants begin training or find a job, and conducting workshop follow-up activities. The first five sessions outlined in the curriculum guide are intended to help participants improve their self-esteem, and the second five sessions cover techniques for finding jobs and/or educational and training opportunities. Each session outline contains a goal, objectives, activities and procedures for implementing them, instructor guidelines, and related bilingual instructional materials (including sample forms and handouts). (A project report is included with the program guide.) Descriptors: Behavioral Objectives, Bilingual Education, Career Awareness, Community Colleges
(1985). Testing in the English Language Arts: Uses and Abuses. A Collection of Articles. Intended for teachers, this collection of articles on testing in the English language arts contains the following titles: "What Do Test Scores 'Really' Mean in Educational Policy?" by George F. Madaus; "Testing and Literacy: A Contradiction in Terms?" by Marilyn Wilson; "Throwing in the TOWL," by Mary Jane Curry; "Taking the Authority Figure Out of the Language of Testing," by Petey Young; "Implications of Parent, Teacher, and Student Perspectives on the Value of School Tests," by Sheila Fitzgerald; "Sergeant Friday Meets the Taxonomy: We Need More than Just the Facts Ma'am," by James M. Brewbaker; "Large Scale Writing Assessment: An Instructional Message," by Charles R. Chew; "Self-Assessment and the Mastery of Writing," by Edgar H. Thompson; and "Trends and Issues in the Use and Misuse of Oral Language Proficiency Testing for Bilingual Program Planning," by Josefina V. Tinajero. The appendix contains a literacy statement on testing and assessment by the Michigan Association of Speech Communication, the Michigan Council of Teachers of English, and the Michigan Reading Association. Descriptors: Bilingual Education, English Instruction, English (Second Language), Language Arts
(1986). Suggested Procedures for Meeting Needs of Limited English Proficient Students. Teacher Training. Fourth in a series of state publications providing suggestions to school districts for serving limited-English-proficient (LEP) students, the handbook on teacher training outlines the characteristics necessary for mainstream, English as a second language (ESL), or bilingual program teachers of LEP students, in-service and preservice training requirements for this group, and design considerations for school district training programs. Substantial appended materials include: notes on the knowledge, abilities, and attitudes necessary in these teachers; National Association of State Directors of Teacher Education and Certification supplemental standards for teachers of LEP students; a comparison of bilingual/bicultural, ESL, foreign language, and mainstream teacher education standards; a sampling of common research themes across disciplines; a Lancaster (Pennsylvania) school district workshop schedule; suggestions for in-service training program planning; and a list of additional resources. [More] Descriptors: Administrator Guides, Bilingual Education, Elementary Secondary Education, English (Second Language)
(1982). An Investigation into Bilingual Students' Classroom Communicative Competence. Final Report. The project studied a critical aspect of school performance, how children know how to display interactional competence during classroom lessons. Using videotapes of classroom lessons and interviews with participants, the study analyzed the language used by teachers and students as well as their physical behaviors to infer the knowledge needed for learners to function successfully. The participants in the study were teachers and students in a kindergarten, a second- and a fifth-grade classroom in which Spanish and English were the language of instruction. The findings were that in order to be interactionally competent, students must be able: (1) to recognize when lessons and episodes begin and end; (2) to know and follow the rules which govern them in order to participate appropriately by listening, soliciting a turn-at-talk, and/or responding to a teacher initiated turn as well as to initiate the negotiation of new episodes. These findings suggest that teachers facilitate the acquisition of classroom interactional competence and student learning by having consistent and clear instructional practices. These understandings provide an improved basis for establishing appropriate and equitable classroom experiences for monolingual and bilingual students and for recognizing the importance of not assuming that students need no help in learning classroom procedures. [More] Descriptors: Bilingual Education, Class Activities, Classroom Communication, Communicative Competence (Languages)
(1987). Literacy Enhancement for Adults. OPTIONS. Expanding Educational Services for Adults. This monograph is part of OPTIONS, a packaged set of materials developed to provide postsecondary administrators, program planners, curriculum developers, counselors, and instructors with up-to-date, reliable information. This volume and two other monographs are intended to enable counselors and instructors to establish and conduct special services to meet the learning and career needs of adult populations. This publication provides the literacy enhancement program planner with the demographic information, program development considerations, and remediation strategies needed to implement a successful program. Part I discusses the characteristics of illiterate speakers of English. An examination of employers' literacy competency needs results in a checklist of literacy competencies required for entry-level employment and for career advancement. Guidelines for assessing the basic skills of literacy program clients are presented along with criteria for selecting instructional materials most appropriate to the needs of the program's clients. Two models for the development of a literacy enhancement program are outlined. Part II considers planning and implementing programs of literacy instruction for nonnative speakers of English in a vocational context. Brief descriptions of various types of English-as-a-second-language (ESL) programs and a model for vocational ESL delivery are given. Part II then presents an overview of the latest and most successful strategies being used in vocational education. [More] Descriptors: Adult Education, Adult Literacy, Basic Skills, Bilingual Education
(1982). Motivating the Mexican American Student. Fact Sheet. To understand how to best motivate the Mexican American student, one must look not only to the factors considered relevant to achievement in mainstream Anglo American society, but also to specific problems faced by this minority group. Language barriers, cultural differences, economic background, and family attitudes combine to affect the educational and occupational aspirations of Mexican American students. Increased cross-cultural awareness by teachers is probably the key to motivating the Mexican American student. To begin with, since language is the most important manifestation of one's self, to deny the Mexican Americans' mother tongue is to deny their identity and thus eliminate motivation. Therefore, teachers of Mexican American students should be proficient in Spanish, to enable communication in the students' mother tongue, which would provide shared experiences between teacher and students and establish a link between the students' highly valued family and home and their school. Teachers can help enhance self-esteem through a positive attitude toward Mexican Americans, reinforcing student strengths, and setting high standards for achievement. Motivational and occupational role models should be provided. Finally, teachers must be aware of the educational implications of the learning style of Mexican American students. [More] Descriptors: Academic Aspiration, Bilingual Education, Cognitive Style, Cultural Awareness
(1983). Ciencias 3. (Science 3). Student Book. This grade 3 textbook, the third in a series of elementary science textbooks written in Portuguese, consists of readings, activities, and review exercises on biological, physical, geological, and nutrition/health concepts. The book is organized into nine sections. Among the topic areas included in these sections are: (1) solar energy, electricity, and light; (2) solar system, planets, earth motions, and phases of the moon; (3) gravity, rocks, and erosion; (4) atmospheric phenomena; (5) water and water resources; (6) plants found in deserts, forests, and savannahs, and plant products which are used as food; (7) animals found in deserts, forests, and savannahs; (8) the bodily senses and health concepts; and (9) changes in states of matter. [More] Descriptors: Animals, Astronomy, Bilingual Education, Biological Sciences
(1986). Teaching Job-Related English as a Second Language. Revised. Limited English proficient adults represent a special population group served by the federally funded Adult Education Act. Usually, limited English speakers attend English as a second language (ESL) classes offered by state and local agencies. In the last decade, changes in the approach to ESL instruction have deemphasized academic ESL and focused instead on providing job-related English as a second language. Many parallels exist between program designs for bilingual vocational training and adult basic education-English as a second language classes because the adult learners in both cases are of limited English proficiency and because their educational needs or goals are similar. The overall purpose of adult education is to enable participants to function better in society. For most adults, second language learning should be based on the communication and life coping skills needed on the job and outside the classroom. The products developed for the federally funded bilingual vocational training program are valuable resources for use by educators who work with limited English proficient adults. Because the products have been field tested with limited English proficient adults–and have been shown to work–the job-related English as a second language program strategies and practices described in these products are valuable to ESL teachers. These strategies can improve adult basic education and ESL classes for adults who are limited English proficient. Research and programs concerning teaching limited English speaking persons are described in this paper. A bibliography is appended. [More] Descriptors: Adult Basic Education, Bilingual Education Programs, Classroom Techniques, Educational Research
(1985). Some Common Components in Training Bilingual, ESL, Foreign Language, and Mainstream Teachers. The four distinct groups of teachers (mainstream, ESL, bilingual, and foreign language teachers) responsible for instruction in English as a second language (ESL) to limited-English-speaking children are compared in terms of the standards set for each in teacher training curricula and the common topics of research in each of the four fields. It is concluded that overlaps in teacher preparation requirements, commonalities in discipline-specific standards, and similarities in training for dealing with like groups of students imply that differentiated teacher grouping helps to intensify the focus and specificity of training, and that attention to common needs and preparation makes the process of organizing, designing, and implementing inservice training activities more effective. It is also suggested that a commonality of research topics in the four areas provides a cohesive framework from which to develop training. Descriptors: Bilingual Education, Bilingual Teachers, Comparative Analysis, Curriculum Design